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又到了区域活动时间,中班孩子纷纷按照自己的意愿选择了活动内容。因为前几天我刚组织孩子们学习了故事《拔萝卜》,所以我在表演区投放了相应的道具。刚开始,我看到在表演区活动的孩子合作玩了一会儿,但很快他们好像就没了兴趣,纷纷玩起了“石头剪子布”的游戏。阅读区的情况也是如此。我事先在墙上贴了一些故事挂图,也提供了一些绘本,希望孩子们能作相应的延伸阅读。但我发现大部分孩子也只是看了一会儿就不再看了,他们有的聊起了天,有的索性拿起旁边玩具柜里的小型插塑搭起了房子。看得出来,孩子们的兴趣转移了,区域活动的内容转换了,但可以感觉到的是,他们仍处于积极的学习状态中。这时,我感到为难了:在区域活动时间,我要不要引导他们回到各个区域的活动内容上来?您遇到过这种情况吗?您怎样看待这个问题?如果是您,您会怎样处理?
Also to the regional event time, middle school children have chosen according to their own wishes activities. Because a few days ago I just organized the children to learn the story “pull radishes”, so I put in the performance area corresponding props. At first, I saw children playing in the performance area play together for a while, but soon they seemed to have no interest in playing “Stone Scissors cloth” game. The same is true of the reading area. I posted on the wall in advance some flipchart, but also provided some pictures, I hope the children can make the corresponding extension of reading. But I found that most children only looked for a while and stopped looking. Some of them talked about the day, and some simply took up the small plastic slide in the toy cabinet and set up the house. It can be seen that children’s interests have shifted and the content of regional activities has been transformed, but what they can feel is that they are still in a positive learning state. At this moment, I feel embarrassed: Do I need to guide them to return to the activities in each region during the regional activities? Have you encountered such a situation? What do you think about this issue? If you are, what will you do? ?