The process of finding the problem, the characteristics and concrete manifestations of the problem
(a) Middle-class children have poor communication skills.
Middle-class children's games are in the stage of parallel games, and their sense of cooperation is not strong. For example, middle-class children play their own regional games, with little verbal communication and isolated regional activities, such as hospital games and supermarket games. Children rarely combine these two games and play their own games in their respective areas. Middle-class children have poor social skills, such as spelling snowflakes in construction games? Two children like yellow flowers at the same time? You will fight for it, and you have no communication skills.
(2) The delivered materials do not have the purpose of cooperation.
Regional materials are the carrier for children to carry out activities smoothly, so it is very important to provide cooperative materials for children, promote mutual cooperation and cultivate their cooperative ability. The materials put by the teacher in the district have no purpose of cooperation. In this way, children's sense of cooperation will not be developed. For example, putting table games in children's middle class activities is not conducive to the cultivation of children's sense of cooperation. Because table games are just materials for children to play.
(C) the rules are too broad, which is not conducive to the cultivation of cooperative consciousness
In regional activities, teachers' requirements for children and the rules of the game are too broad, but they do not stipulate children's cooperation, which is not conducive to the cultivation of cooperative consciousness. For example, in the puppet game in the performance area of the middle class, several children are often seen holding puppets to entertain themselves. They are interested in puppets, not performances. Also, in the library area, teachers only arrange children to read books quietly, but do not propose the habit of learning to share their favorite books and reading a book together.
(D) Teachers lack situational hints and guidance and cannot promote cooperation.
Situational suggestion is to put forward the problems that are easy to appear in children's activities and let them solve them together. Most middle-class children lack communication experience, cooperation awareness and skills, and the concept of cooperation is vague. Therefore, when teachers are involved in regional activities, they should deliberately set up problem situations, consciously promote children to solve discussions together, and give appropriate guidance in the discussion process to promote the cultivation of children's sense of cooperation.
(5) The lack of family cooperation affects the development of children's cooperative consciousness.
The cooperation between family and kindergarten is the basis of cultivating children's cooperative consciousness. The cooperation between family and kindergarten can promote the development of children's social communication ability and has a unified training goal. Middle-class children have poor social skills and rarely communicate with their peers through language in regional games. Most of them have their favorite toys through competitions. In the parallel game stage, the children in the middle class seldom cooperate with other children, and most of them entertain themselves. There is little cooperation at home, and it is difficult to cultivate children's sense of cooperation without understanding their current situation.
Problems to be solved
(1) Let children learn the skills of cooperation and cultivate their sense of cooperation.
According to the characteristics of children's games, middle-class children's games are in a parallel stage. When children encounter problems in regional games, they should find ways to solve them themselves, and teachers should not blindly arrange them in regional games, thus curbing the development of children's sense of cooperation. If you encounter contradictions in regional games, the teacher will make them disappear in one sentence, so that the children's emotions will not be vented and contradictions will arise. If teachers encourage children to learn to solve conflicts in their own way, it will clear the way for the next cooperation, let children learn to communicate in language, solve various contradictions in the activity area, learn the language of cooperation, and enhance their sense of cooperation.
(2) Make good use of life materials to improve children's sense of cooperation.
Most of children's inspiration comes from life. Living materials and learning knowledge can help children learn smoothly in regional activities. Teachers should give full play to their role to encourage and guide children to learn independently, be good at capturing the educational significance of life materials, and promote the full cooperation between teachers and children, peers and the environment. Teachers should provide children with more materials suitable for their operation and learning, which can deepen their understanding and use of operation materials and deepen their understanding of learning knowledge. Like in the experience area? Supermarket? Put in different toys and stationery and let the children role-play by themselves. Service personnel in supermarkets, customers who buy them and cashiers can know the barcode of goods through the sale of goods, and can use coins within 10 yuan correctly for trading. During the activity, children should clearly divide their work through communication and cooperate through common games.
(3) concretization of activity rules
Children will have many opportunities to study and play games with them in regional activities. Teachers should seize every opportunity of children's collective activities, stimulate children's cooperation through joint games, fully consider the learning characteristics of various regions, and cultivate children's awareness and ability of cooperation. For example, children in the library area can share a book together, take care of the book, don't compete for the book, whisper the content of the book and don't disturb others. Teachers in the art area can reduce graffiti materials and let children solve material problems by themselves, thus improving students' ability of joint games and solving communication problems.
(d) Actively carry out situational suggestion and guidance to enhance children's awareness of work.
When the children in the middle class are playing regional games, the teacher can set some questions, for example, are they playing science games? How does the light bulb light up? Teachers can say to children:? Children, do you know how light bulbs glow? You can discuss it with other children first. ? Only in this way can we cultivate children's sense of cooperation. In the process of activities, children will encounter different stages and individual differences. Some children are interested in the field of science, while others are not. It is difficult for uninterested children to discuss cooperation with other children. At this time, teachers should enter regional activities in an appropriate capacity, discuss and guide them, increase children's interest in regional activities and promote children's sense of cooperation.
(5) Strengthen family education.
* * * Family education needs the cooperation of parents and teachers, and * * * can achieve certain teaching goals. Parents should understand their importance to education, take some time to accompany their children, give them as much encouragement and support as possible, build up their self-confidence and good attitude, and avoid being replaced by deputies. Children should do what they can and improve their living ability and learning ability in all aspects.
Research purpose and significance
Cultivating children's social communication ability can exercise their communication consciousness and cooperation consciousness, which is the key factor for children to stand on the society and develop smoothly in the future. Regional activities can meet the needs of children to learn, communicate and cooperate in activities. Moreover, teachers should proceed from reality, teach students in accordance with their aptitude, create a harmonious activity atmosphere, cultivate children's interest in communication and cooperation, give children a sense of communication, and let children grow up healthily and happily in this good activity environment.
First, establish the influencing factors of middle school students' cooperative consciousness
(A) children themselves did not establish a sense of cooperation
(b) Lack of cooperative methods for children.
(c) Family background affects the way children receive education.
Second, the cultivation strategy of children's cooperative consciousness in regional activities
(1) * * * Create a regional environment and increase interest in exchanges and cooperation.
(B) the use of literary works, resulting in * * * consistent language, establish a sense of cooperation.
(C) to guide children to the correct methods of cooperation, improve the enthusiasm of children's cooperation.
(d) Create opportunities and learn to cooperate in practice.
Adopt encouraging policies to improve children's sense of cooperation.
The basic content of the study
First, the reasons for the lack of cooperation among middle school students
Inappropriate family upbringing
(B) Children themselves have no sense of cooperation.
Children lack good cooperation methods.
Second, the strategy of cultivating children's cooperative ability in regional activities
(A) to stimulate children's interest and cultivate a sense of cooperation.
(2) Give children ways to cooperate and enjoy the fun of cooperation.
(3) create an atmosphere of equal cooperation and cooperate independently.
Research ideas and methods
Cooperation is the requirement of the times and the necessary quality for children to survive, develop, adapt and stand on the society in the future. "Kindergarten Education Outline" also points out:? In life, study and games, a sense of cooperation is initially formed. ? Therefore, it is very important to cultivate children's cooperative consciousness and ability from an early age, which is an important goal of current education. Now let's talk about some preliminary understandings and practices on this issue.
First, get out of the misunderstanding, understand the connotation and define the goal.
Now some teachers realize the importance of cultivating children's cooperative consciousness, but are they right? Cooperation? Insufficient understanding of the meaning of ""and insufficient guidance for children. The specific misunderstandings are: one-sided thinking that as long as more than two children live, study and play together, it is cooperation; Only pay attention to the cultivation of cooperation consciousness, ignoring the cultivation of cooperation and sharing consciousness; Blindness, lack of clear goals, systematicness, scientificity and so on.
So first of all, understand it correctly? Cooperation? Meaning of. Cooperation refers to a social activity in which two or more individuals voluntarily combine to achieve the same goal and achieve the same goal and personal interests through mutual cooperation and coordination. For young children, in games, study and life, they can actively cooperate, and Qi Xin can work together to solve problems through consultation and coordinate the relationship to ensure the smooth progress of activities. At the same time, everyone has achieved their goals, shared happiness and gained satisfaction from mutual cooperation. What is that? Child cooperation? The connotation of. Do two children play games together, borrow toys from each other or play with each other? Collaboration? Games instead of? Cooperation? Games. Second, clear? Cooperation consciousness and ability training? The contents of teaching and training are: first, to cultivate children's awareness of cooperation and sharing; The second is to cultivate children's cooperative ability; The third is to develop good cooperative habits. Finally, it is necessary to clarify the teaching objectives of this training: actively cooperate in games, study and life, solve problems through division of labor and consultation, learn to care about others in activities, share items and emotional experiences with others, and develop good habits of cooperation and sharing.
Second, ways and means to cultivate cooperation awareness and ability
(1) Training methods:
The main ways to cultivate children's cooperative consciousness and ability are kindergarten education, family education and community education. We should seize kindergarten education as the main way and complement the other two ways.
1. Kindergarten education.
Kindergarten education is the main way to cultivate, and we should give full play to the advantages of kindergartens (professional teachers, special equipment, predetermined curriculum plans, carefully selected teaching contents, and children's partners lacking in one-child families, etc. Optimize the allocation of educational resources, scientifically formulate teaching objectives, implement plans, carefully design and organize daily activities, strengthen supervision and evaluation, exchange experiences in time, and strive to create a good material environment and a relaxed psychological environment for children, so that children can grow up happily in a relaxed atmosphere of cooperation and sharing. Like what? Implementation plan? On the other hand, combined with the teaching in the middle class, we can mainly arrange the content of material sharing in the first semester of the middle class, such as: let the children know in combination with the social activity of "bringing toys for everyone to play"? I give you something good, you are happy, and I am happy? The truth. In the second semester, the content shared by the mind, such as the language "After the rabbit falls into the water", is intended to let the children know, care for others and help others solve their difficulties, which is also a happy thing. For another example, combined with daily activities, sports games such as "two people and three feet", "net fish", art "hand in hand, going for an outing" and counting the number of happy neighbors can all well implement the training objectives.
2. Family education.
Family is the child's first teacher, and warm family life is the cradle for children to form good emotional quality. Kindergarten education as the main way is not enough, and family education is needed to play its ever-present educational function. More importantly, families and kindergartens should cooperate closely, complement each other's advantages, form an overall joint force, and achieve twice the result with half the effort. Therefore, we should carry forward the tradition of family cooperation, make full use of the rich educational resources in the family environment, establish a new type of cooperative partnership, and promote this training optimization. For example, we timely update the concept of family education, parents' school teaching content, give priority to the improvement of family education methods, and often carry out training, guidance and exchanges in this area. Combined with our middle class teaching, we can also recommend autumn parent-child games to parents, so that children can not only strengthen their partnership with their loved ones, but also share the joy of the game with their families in the warm and happy family parent-child games.
3. Community education
For children, community education is an auxiliary way, but with the in-depth development of community education, its training role is becoming more and more prominent. We should carry forward the spirit of striving for innovation and keeping pace with the times, make full use of the educational resources in the community, and let children freely cooperate and share in the colorful and interesting educational activities organized by the community, and gradually form their own abilities and habits through giving and caring. It should also be organically combined with kindergartens and families to play a new role in this kind of training.
(2) culture method:
1. Demonstration of cooperation mode.
Because? The power of example is infinite? Teachers are more sacred in children's hearts. What the teacher says and does affects the children all the time. Teachers often become the object of children's imitation. In addition, children have the characteristics of concrete thinking and easy imitation. So, model demonstration? This is a basic culture method. Specifically, the first is the teacher's example demonstration. Because teachers have a high prestige in children's minds, teachers' words and deeds will have a subtle influence on children. Good division of labor and cooperation between teachers and between teachers and nurses will inevitably have a great direct impact on children. For example, one teacher organizes children's operation activities, and another teacher takes the initiative to help arrange and distribute materials, or the teacher helps clean the glass and lift the table when the nurse does cleaning. These behaviors invisibly provide children with positive learning examples. So be strict with yourself, always pay attention to your behavior and set an example for your children. The second is the role model of children. Because what peers, especially children like, is also an example for children to observe and learn. Therefore, our teachers should consciously guide the children with strong sense of cooperation and ability to play with the weak children in this field, so that the latter can learn and imitate. At the same time, in the activities, teachers should encourage children with good performance and give positive evaluation and encouragement, which will often inspire other children to learn from them and expand the exemplary role of role models.
2. Create opportunities for cooperation
In daily life, there are many opportunities for children to play and learn together, such as puzzles, building blocks, drawing, reading, playing with large toys, playing with a doll's house and so on. We should pay attention to creating and making full use of these opportunities, so that children can enhance their sense of cooperation in activity practice through carefully designed procedures, learn to cooperate with others from an early age, gradually improve their cooperation ability and experience the fun of cooperation. For example, when guiding and organizing children to draw in groups or in the whole class, we should consciously guide children to learn to negotiate with each other, cooperate with each other, learn to work together, and let them gradually realize through activities. Only in this way can we achieve harmony in composition, color and content and create a beautiful picture together. For example, in games, especially in structural games and role games, children should gradually realize that only through consultation, friendly cooperation and close cooperation can the game go smoothly and win. For another example, we can decorate a tree on the wall in combination with creating a cultural environment atmosphere? Cooperative sharing tree? Get all the children involved. By painting, pasting and cutting, * * * created this ordinary and extraordinary tree together. After that, encourage children to bring their favorite items, such as photos, pictures, books and so on. , to hold on? Trees? In fact, enjoy and share with your peers. Trees? The content on the website can also be changed frequently according to children's preferences. Like this, one? Ordinary trees? It became? Shared tree? 、? Happy tree? Children often feel the joy of cooperation and sharing. Another example is going on? How great we are! ? 、? Go for an outing? 、? Happy home? A series of theme education activities can make children participate in making and enjoying interesting pictures, and at the same time stimulate everyone's desire to cooperate and share with their peers. In short, various sports competitions in daily life, such as * * * moving toy baskets, * * lifting tables, buttoning and folding quilts, as well as large and small exchange activities, can provide children with a lot of opportunities for learning and practical cooperation. For these cooperation opportunities, we should not only firmly grasp, carefully design and organize, but also teach cooperation methods, so that children can experience happiness from an early age, enhance their cooperation ability and develop cooperative habits.
Teaching cooperative methods
In situations that require cooperation, children may not spontaneously show cooperative behavior, or they may not know how to cooperate. This requires teachers to teach children how to cooperate and guide them how to cooperate. For example, before building blocks or playing shop games, everyone should discuss and work together; When encountering contradictions, it is necessary to solve the problem through consultation; When toys or game materials are not enough, they can be used modestly, alternately or together; When a companion encounters difficulties, he should take the initiative to help him with actions and words; When you encounter difficulties that you can't solve by yourself, you can take the initiative to ask your children for help and so on. Through these specific cooperation scenarios, help children gradually learn the methods of cooperation and learn to cooperate in cooperation practice.
4. Experience the joy of cooperation
Cooperation and sharing are complementary. Cooperation without sharing will lead children to develop the bad habit of exclusion; Sharing without cooperation will make children develop bad behavior of enjoying success. Therefore, it is more important to cultivate the quality of children's cooperation and sharing. Cooperation between children often brings positive and happy results: activities are successful, things are done, and friendship is enhanced. This will not only help children to consolidate, strengthen and stimulate more cooperative behaviors, but also cultivate children's awareness and habit of sharing happiness with their peers. However, children often can't consciously feel it. Therefore, when teachers see that children can play with their peers in a friendly and cooperative way, or negotiate, or ask, or suggest, or * * * enjoy, or give help, or ask for help, they should pay attention to guiding children to feel the fruits of cooperation, experience the happiness of cooperation, stimulate the internal motivation of children to further cooperate, and make the cooperative behavior more stable and conscious. In particular, comparing the success of this cooperation with the unsuccessful cooperation last time can make children realize the happiness and necessity of cooperation and sharing. What if it can be combined in a theme game? Is everyone happy? Through a series of group activities? Everyone's birthday together? 、? Entertain small guests? And so on, let children fully feel the warmth of the collective, and it is so happy to cooperate and share with peers!
5. Timely encouragement and guidance
When children make cooperative behaviors and can study or play with their peers better, teachers should give affirmation and encouragement in time, such as? It's good to discuss cooperation! You two work well together! ? The teacher's approving eyes, positive language, smiling face, touching the child's shoulder, nodding to the child kindly and giving a thumbs-up can greatly motivate the child, thus further stimulating and strengthening the motivation of cooperation and making the child willing to cooperate more consciously. For children who are not cooperative or lack cooperative consciousness, teachers should give individual guidance and guidance in time and give different suggestions according to different situations, such as: you have to discuss with him. You all want to be captains. No one can be a sailor, so you can't play. What shall we do? A book. What will happen if three people read it together? You tell him that we can try it together. You can help him ride a horse. ? With the active encouragement and proper guidance of teachers, children's awareness and ability of cooperation will be gradually and effectively cultivated.
Third, cultivate the habit of being willing to cooperate and good at cooperation from an early age.
Habit is a rigid behavior, a way of life such as language, thinking and behavior formed through repeated practice. Once behavior becomes a habit, it will become a need of people.
Research steps
First, the preparation stage.
(September 20 19 to June 20 1 19)
1, establish the subject content, learn relevant theories, and * * * design the research scheme.
2. Investigation, interview, study and planning. Before the establishment of this topic, we should learn and understand some advanced experiences in carrying out regional activities and inheriting traditional culture through network and field visits. Combining the characteristics of our park, the research direction is clear; Demonstrate and make research plans.
3. Establish a research network, identify research teachers and declare projects.
Second, the implementation stage.
(20 19 165438+2020 10 to March)
1, set up a research group to carry out teacher training.
2. Learn relevant theories, design questionnaires, predict children's interest in regional cooperation, and learn about each child's learning, exploration and cooperation.
3. Publicize and hold parent-teacher conferences to let parents know the significance, research methods and related guidance strategies of the project.
4. Create a good environment and combine various ways to enhance children's regional interest.
5. Carry out specialized regional teaching activities.
6. Summarize the teaching situation in stages, and adjust the teaching strategies in time when problems are found.
Third, summarize the finishing stage.
(March 2020 to May 2020)
Test the interest effect of regional cooperation for middle school students, sum up experience and write an experimental report.
Existing working basis and favorable conditions
Our general park is located in a newly-built kindergarten in the new urban area, providing children with modern education and teaching environment and hardware facilities. Old gardens are also built in urban areas, and scientific research is also in its infancy. Teachers are full of passion for scientific research, and park leaders attach great importance to the practice and research of this topic, forming a strong research atmosphere. The project leader has rich experience in teaching and research, and is a member of emin county Preschool National Training Team. He has participated in many large-scale training lectures and has a solid research foundation. A teacher of the research group participated in the training of creative arts and crafts and accumulated some experience in the creative activities of regional corner environment. Among the members of the research group, four teachers are specialized in art design, and two teachers have participated in this research, which provides strong support for this research. The practice and research of this topic are fully guaranteed in terms of personnel, equipment and funds. The guarantee of scientific research funds is in the form of installment funding. The first stage (preparation stage) is about 15000 yuan, which is used to buy books, put in children's regional materials, teachers go out to visit, and train and study; The second stage (the implementation stage of the project research) and the third stage (the summary stage of the project research) are allocated by the school administration at its discretion, and the project research funds are earmarked to ensure the smooth and orderly implementation of the project.
Expected research results
AAA is fully responsible for the research of this subject. I am the deputy director of business teaching, and my teaching and research ability is very strong. I am a member of the county-level preschool education training team and won an award. I have also participated in regional activities training, and many papers have won awards in provinces and cities. Other members of the research group, Mr. BBB and Mr. CC, participated in the research of municipal projects and won awards. After DDD published the article "Children's Participation and Analysis in the Creation of Kindergarten Learning Environment", it tried regional teaching in the kindergarten and its own class, and accumulated some experience for this project. We chose the early study of middle-class children. At the beginning and initial stage of children's regional activities, some strategies and methods are adopted to infiltrate regional activities into educational activities and children's life activities, so that children can learn, explore and cooperate in the region, and cultivate their interest in completing regional activities in cooperation, which has successfully taken the first step in cultivating children's awareness of regional activities.
Expected results:
5. Special Report
4, related papers "",
1, activity lesson plan collection ""
2. Highlights of the event
3. Case analysis set ""
Summary of educational experience, etc.