区域活动对幼儿教育方法技术.docVIP

区域活动是教师根据教育目标和幼儿发展的水平有目的地创设活动环境、投放活动材料，让幼儿按照自己喜欢的需要和兴趣，选择自己喜欢的区域、活动材料、活动方式，进行探索和学习，获得个性化学习和发展。而操作材料是幼儿开展区域活动的前提条件和保障，是幼儿开展区域活动的核心。教师应该要为幼儿提供丰富、有价值，能促进幼儿各方面发展的具有探索性的操作材料，有目的、有意识地把教育意图隐藏在材料中，并根据观察到的幼儿行为及时调整材料，使游戏过程不仅是单向知识传授和机械模仿，而是师生双向信息交流、情感交流的过程和儿童人格的自我成长过程，使幼儿园区域活动的目标得以实现。 Regional activity is a teacher according to the level of the education goal and childrens development material purposefully create activity environment, on the activity, let the children according to their own needs and interests, to choose their own favorite areas, activities, materials, activity way, carries on the exploration and learning, personalized learning and development. And operating materials is the prerequisite and guarantee for young children develop regional activities, is the core of young children develop regional activities. Teachers should provide rich and valuable for young children, can promote childrens development in all aspects with exploratory operation materials, purposefully and consciously put education intention hidden in the material, and adjust the material in time according to the observed childrens behavior, make the game process is not only a one-way knowledge and mechanical imitation, but a process of two-way communication and emotional communication between teachers and students and children personality self-improvement process, make the goals of the kindergarten regional activity. 　　一、立足教学目标，投放丰富而有价值的探索性材料 A, based on teaching target, exploratory material into a rich and valuable 　　区域活动的材料不是随意投放的，而应该结合幼儿的年龄特点、最近的教育目标及幼儿的发展水平。 Regional activities of the material is not random delivery, and should be combined with characteristics of young childrens age, education goal and childrens recent development level. 　　例如在关于探索水的张力的小实验。我们提供废乒乓球、塑料板和清水。先将废乒乓球壳剪成荷花花瓣状，有单片的，有整朵。孩子先将塑料板上均匀沾一层水，再把“荷花”放在沾有水的塑料板上。手持塑料板两端，使塑料板轻轻上下、左右转动，幼儿就发现一朵美丽的荷花随即旋转起来。通过操作观察，幼儿发现很多问题：为什么“荷花”会转起来？为什么放的水过多或太少，“荷花”就无法转起来？为什么“荷花”旋转的速度也不一样？发现了问题，通过不断的实验、观察、操作，大大激发了他们的探索科学的兴趣；大大调动了他们主动