How to observe and guide children's activities in this area

Kindergarten regional activities are independent activities of free choice and spontaneous exploration, which are deeply loved by young children. In the activities, children cultivate their ability of self-selection and self-development through constant practice and interaction with the environment. The teacher-student relationship in kindergarten regional activities is different from that in collective teaching. Regional activities are an interactive process between teachers and students centered on children's autonomous learning, and teachers' guidance is more informal, implicit and flexible. For children aged 3-6, the method of kindergarten curriculum implementation should choose lower structure and informal activities. Although many kindergartens are aware of this in the process of carrying out regional activities, there are many puzzles in the operation process. This paper will focus on the strategies of teachers' effective guidance in kindergarten regional activities. First, pay attention to the learning process and grasp the best opportunity to intervene and guide. Kindergarten regional activities are an independent activity for children. Teachers should pay attention to the cultivation of children's active learning ability, fully trust children and create the necessary environment and conditions for children's active learning. Only when children are really unable to continue their exploration activities due to the limitations of their own experience and ability can they be given some support and help. This kind of moderate support is very necessary for the activities to achieve the expected results. But too much unprincipled support will only encourage their passive dependence and inhibit the development of their independent ability. Teachers should pay attention to understanding children's learning process and all kinds of difficulties faced by children, and be good at distinguishing which difficulties should be solved by children themselves and which need teachers' help, so as to grasp the best opportunity to intervene in time, and give children a fulcrum of psychology and ability in a targeted way, so that they can successfully overcome difficulties and continue to explore along the established direction. For example, when children play with magnets in regional activities, teachers will provide a lot of relevant operating materials, such as magnets of various sizes and various magnetic and non-magnetic objects, so that children can have some perceptual knowledge of the properties of magnets in operation and debate. During the activity, the children explored with magnets with great interest and excitedly exchanged their findings and opinions. After children gain perceptual experience, teachers consider how to set some questions in the materials to further guide children to explore the properties of magnets. For example, provide operating materials: chopsticks, tweezers, spoons and magnets, and a plate of beans mixed with pins, so that children can explore what tools can be used to quickly take out pins. When the child solves this problem, the teacher provides the child with new materials (paper clips) in time and puts forward new exploration requirements, that is, how to take out all the paper clips in the mineral water bottle at one time. Compared with the last task, this task is more difficult, and it mainly needs to solve two problems: first, the paper clips in the bottle must be connected together; The second is to suck out the integrated paper clip with a magnet at the same time. This new task is obviously more challenging and interesting. When the children sucked the paper clip connected in series in the mineral water bottle in the direction of the bottle mouth with a magnet, but they couldn't suck out the paper clip in the bottle all the time, and felt helpless, the teacher asked the children to try again from a different angle of thinking, and soon the children found a solution. When the children experienced many twists and turns, and finally failed to achieve their goals and lost confidence, the teacher said to them, "I will work with you to find a way." This sentence undoubtedly gave them a hope and made them regain their confidence. At the same time, the teacher also provided them with the necessary materials (magnets of different sizes and shapes) to solve this problem. It is in this case that the child comes back to solve the original problem and finally succeeds. Second, master the observation method and determine the corresponding guidance strategy according to the characteristics. In the process guidance of regional activities, teachers often unconsciously choose the content and conception process according to their own subjective imagination, ignoring the needs of children, which leads to the inability to meet the needs of children's development. The characteristics of children's development and their needs are a basic foundation of education. To educate children well, we must first understand children, and observing children is the basic way to understand children. Teachers should pay attention to calmness, carefulness and patience when observing. Meditation is to try not to disturb the child's natural behavior process and keep a certain distance from it; Careful is to pay attention to capture the meaningful information in children's behavior and the time and background of its occurrence, and make certain records as needed; Patience is not afraid to spend more time. Observation sometimes takes some time to get some valuable information. For example, in regional activities, children in small classes were observed playing puzzles: Red children first took all five puzzles out of the floor and put them on the carpet, then saw her pick up a small house, looked at it carefully, and then searched back and forth on the board with her eyes until she found the right one, so that the five small houses were accurately embedded in turn, and the whole process took only 8 minutes; Lily also picked up a small room, without looking, and directly prepared to put it in the first gap on the left, but it couldn't fit in, then moved to the second one, still unable to fit in, and then moved down until the fourth one was just embedded. She smiled knowingly, then picked up another small room, put it at the bottom one by one from the beginning, and finally finished it all, using 65438 before and after. Dongdong's children put down the bottom plate of the puzzle, that is, the roof of the house faces down. He picked up a room, tried to put it in the first gap, and found it couldn't fit in, but he pressed it hard, but of course it didn't work in the end. The above cases show that children's learning styles are different. For red children who show cognitive characteristics of thinking in puzzles, if the materials have no new requirements and only repeat the existing experience, it will become a mechanical operation, and the children can only get functional happiness without any improvement in cognition. Lily, who completed the same task as Hong Hong, showed a completely different impulsive cognitive style. The guidance of such children should make them learn to observe the details of cognitive objects and test all possible answers before answering questions. Therefore, simply reminding her to slow down won't help much. They may need some specific tips to pay attention to visual stimuli and strategies, such as "take a look and see if you can find its home directly". Compared with the first two children, Dongdong's ability level is obviously different. If he turns a blind eye to his difficulties and does not give timely and appropriate guidance and help, he may give up because he loses interest in activities. Of course, the focus of guidance should be to improve the perception level of its spatial orientation, such as providing some jigsaw materials that highlight the characteristics of geometric figures and strengthening the guidance of methods. Individual cognitive differences in children's learning operations exist objectively, not only in level but also in ways, so educational strategies should be different. Observation is the forerunner of education. Only by fully observing and understanding children and determining corresponding guidance strategies according to their different characteristics can educational guidance be more targeted and truly adapt to children's discovery needs. Third, improve the situation and promote the development of children's independent consciousness and ability. The purpose of regional activities is not only to let children participate in activities they are interested in, but more importantly, to increase their knowledge and develop their abilities. More importantly, let children go through this process and promote the development of their independent consciousness and ability. This is the fundamental purpose. Therefore, in guidance, teachers should give full and active support to children's wishes and efforts in any independent activities (including the creation of environment and the preparation of materials). For example, in regional activities, children suggested "playing funny chess", and after discussion, "adventure chess", "travel chess" and "traffic chess" were born. Every chess game here is made by children using the knowledge in their brains, repeatedly understanding the rules of chess activities and giving full play to their imagination and creativity. This example shows that in the process of independent activities, children not only develop self-awareness, problem-solving ability and various practical abilities, but also understand the characteristics of various materials, the specifications and manufacturing methods of various movable appliances and the relationship between materials and appliances, and receive the effect of not only knowing what it is, but also knowing why. Fourth, pay attention to but not interfere, and provide a space for children to communicate and learn from each other. In children's regional activities, children not only interact with teachers and the environment, but also interact with others, which is conducive to children's self-growth. For example, in the construction of regional activities, Xiaoyu's children love to learn, but it is still difficult to insert into the circle. A powerful person kindly pointed out his mistake and directly helped him insert it, while Xiaoyu insisted on doing it himself, so the enthusiastic army had to remind him from time to time. At this time, the guiding strategy that teachers should adopt is to pay attention rather than interfere. Because children are equal, they are easy to communicate and discuss freely. In this kind of communication, children are both casual and maintain their own positions, and the language used in communication between children is the easiest language for them to understand. The effect achieved by this kind of communication is beyond the direct guidance of teachers. It not only plays an auxiliary role in children's regional activities, but also encourages children's social development. Therefore, the best strategy for teachers at this time is to remain silent and let children communicate fully through silence. In this sense, the inaction strategy that teachers sometimes adopt is actually the greatest support for young children. Support for children does not mean that teachers should do it themselves every time. Sometimes they can keep silent and let children communicate with each other and solve problems. Fifth, organic integration to achieve the best benefits of teaching and development.