创设“情境”区域,让小班幼儿“有话说”

Creating "Situation" Regions and Making Junior Class Children "Have Words to Say"

新《指南》的颁布,诱发了老师们对区域设置是否科学合理、材料是否有利于刺激孩子的学习进行了反思,语言区也不例外,老师们对语言区的状况进行了再思考:为什么孩子们不喜欢进语言区?为什么孩子们在语言区开起了小灶?为什么听不到孩子们说话?围绕这些问题,就如何实施《指南》精神,有效地提高语言区域学习的趣味性和有效性,根据小班幼儿的年龄和心理特点,老师从"情境"入手,创设了生活情境、游戏情境、角色情境和变通情境,让孩子们沉浸在不同的情境中,有话可说,有话想说,有话敢说,有话愿说。

The announcement of the new ＂Guideline＂ aroused teachers＇ reflections on whether region arrangement is scientific and rational and whether materials help to stimulate children＇s learning. The language region is no exception, so teachers reflect the situation of the language region： Why don＇t children like to enter the language region？ Why do children do their own things in the language region？ Why do children have no word to say？Revolving around these problems, in view of how to implement the spirit of the ＂Guideline＂ and effectively improve the learning interest and effectiveness in the language region, in accordance with the ages and psychological characteristics of junior class children, teachers start from ＂situations＂, creating life situations,game situations, role situations and flexibility situations, in order to immerse children in different situations and make them have words to say.