First, the role of theme environment creation
The role of the environment is often subtle and repetitive. A well-designed environment can induce children's positive behavior, and its effect is sometimes more real than the teacher's words and deeds.
(1) Develop children's living ability 1 and cultivate children's sense of order.
The operating data of the activity room are arranged orderly, regularly and neatly. The order that children feel when taking and putting the operation materials: take out the building blocks from small to large, and then put them back from large to small. They know that the materials should be put back in their original place after use, and the materials should be placed in an orderly, neat and beautiful way.
2. Children's movements are more coordinated.
One of the most closely related sports to human intelligence is hand movement. The development of hands means the development of self and mind. We turn life education into practical materials. These materials are not only rich in content and distinct in levels, but also follow the law from easy to difficult. Children take the initiative to operate the materials of their choice. Their movements are more coordinated and even more accurate.
(B) children's attention has been developed.
Attention is an important factor of intelligence. The development of attention is the performance of mental health development and the satisfaction of an internal need. Dr. Montessori once said: "A child's attention is attracted by what suits his interests. Not a teacher can' call' it out. " The rich and varied materials in the activity room are also becoming children's interest points, so that they can concentrate on the materials. "Attention is the whole foundation of children's personality and social behavior." Attention instability is the age characteristic of children at this stage. From the above example, we can find that the right environment can attract children's attention. It plays a positive role in promoting the development of young children. Children actively accumulate experience and develop themselves in the process of concentration.
(3) The child's will quality has also disappeared and sprouted.
Dr Montessori said in her Spontaneous Educational Activities: "When children can choose what they love from many things; When some of his dream jobs are being played by others, he learned to wait quietly; He did a lot of' will' actions when he was concentrating on the operation for a long time and correcting what he thought was wrong in the textbook. " A spontaneous basic quality in the quality of will, the surface relationship between people and social buildings is established on this basis. This quality is "continuity". This quality gradually appears in children.
Second, how to create a kindergarten theme environment
(A) focus on the actual needs of children to adjust the creation of the environment, so that children can directly participate in the creation of the environment as masters.
The theme environment should be updated frequently according to children's needs, so as to enhance children's closeness to it and satisfy children's psychological experience, thus realizing the interaction between children and the environment. This requires that the creation of theme environment must be flexible. At the same time, we often make corrections according to children's needs, so that children can adjust the wall decoration according to their own experience in activities, so that they are in the theme ring.
Construct your own knowledge protagonist in the creation of environment.
Teachers should change their ideas and let children take the initiative to create a walled environment, then the role of teachers will change from direct hands and brains to observers, listeners and supporters. First of all, teachers should pay more attention to children and observe their interests and needs. Stimulate their enthusiasm for creating themed wall decorations, then listen to children's thoughts and thoughts on creating a wall decoration environment and give them appropriate support. Guide the children to discuss the final content of wall decoration. Secondly, the process of collecting and arranging materials and creating environment is regarded as a learning process for children. We should prepare materials with children. In this process, we should fully mobilize the enthusiasm of young children. Children should try their best to do what they can, let them think about what they can think of, let them use their existing knowledge and experience to obtain information and materials through various channels such as watching, listening and asking, and develop their ability to obtain information and materials and explore and solve problems. After collecting the materials, try to let the children negotiate how to decorate the theme wall decoration, so that the communication ability between children can be well developed. At this time, the teacher just watched the children as an observer at any time. When you find that your child is really in trouble and really needs help, you can ask your child softly, "Do you need my help?" Ask the children's permission before you intervene.
(2) The theme environment should be interesting, which is conducive to children's independent exploration and active learning.
The purpose of creating environment is to create conditions for children's development, mobilize their enthusiasm and initiative, and give play to their creative potential. Therefore, an interesting environment is more likely to attract children to operate, explore and become active learners. For example, new children like A Doll's House best, because their attachment to family life can be satisfied in the game.
(2) The theme environment should be diversified, three-dimensional and dynamic.
First, the content of the theme wall is not static, and it can be changed, increased or decreased at any time. For example, wall decoration needs to be arranged in line with children's interests, and it also changes with the seasons or themes. It can be rearranged or gradually deepened and enriched. Wall decoration is constantly enriched and changed according to children's needs. In this process, children continue to collect, store, organize, communicate and share information, and their ability to observe, think, communicate and express has been improved.
Second, the diversification of creative methods. Teachers can create the environment from the perspective of children and children. For example, by observing, inquiring and providing materials, we can understand the interests and needs of young children, and create an environment with different educational values according to the differences of different age groups. In addition, children can also participate in the creation of the environment. In the process of creating environment, teachers adopt and absorb children's suggestions and invite children to participate in environment creation, which can not only provide children with opportunities to participate in activities, satisfy their desire for self-expression, but also develop their hands-on operation ability. For example, in the "delicious cake" activity, children can participate in decorating the classroom together. Sticking different cakes collected by children and the production flow chart designed by teachers and students on a wall not only enriches children's knowledge and experience, but also greatly improves the educational value brought by the environment.
Third, the environment should be vivid, intuitive and real. The environment layout should not be limited to "walls" or stickers, such as a corner of the classroom, a window sill and a cabinet. Provide materials in time and adjust the environment settings. The creation of environment is not only thematic, but also dynamic, or hung, placed in order, or placed in children's own lockers. Educational activities can be extended, and so can the theme wall.
In addition, we should give full play to the role of environmental materials. In the process of wall decoration design and production, because the content and materials of wall decoration come from children's lives and topics that children care about, children are very interested and easy to accept. Teachers keep asking new questions, and children's interest leads to the deepening of environmental education, which is linked with children's daily behavior. These practices have laid a good foundation for children to truly understand the significance of environmental protection and form conscious environmental protection behaviors, and to protect the surrounding environment with their own practical actions.
In short, we aim at children's development needs, closely focus on educational objectives and teaching contents, give play to children's main role, and create a theme wall environment in which children like to interact. The creation of theme environment not only sets a stage for children, but also sets a stage for teachers. Through in-depth understanding and observation of children, teachers build a free and broad space for children, so that children's subjectivity can be fully cultivated and brought into play, and their enthusiasm for participation can be fully mobilized, which has a subtle influence on children's cognition and emotion, so that children can pay attention to life, learn to live and adapt to life, so as to capture inspiration, gain enlightenment and gain experience in the interaction with the environment.