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《幼儿园教育指导纲要(试行)》指出,情境性区域活动中,材料是幼儿活动的对象,与幼儿的年龄特点、经验、能力和需要相适应的材料,能激起幼儿对学习的主动性,使他们在没有压力的环境中主动观察、发现问题、独立思考、解决问题。因此在准备、选择、提供操作材料时,我们根据兴趣和发展水平进行投放。随着情境性区域活动的开展,我们也发现情境性的区域创设,孩子们对于材料不知道该如何运用,情境性区域活动与主题活动很牵强。因此,我们思考如何创设情景,提供孩子喜欢玩的材料,优化区域游戏质量。近几年开展了“情境性区域材料提供的有效策略”的研究,提出了材料的选择要有针对性(目的性);材料的选择要有动态性等对策。
The Guidelines for Kindergarten Education (for Trial Implementation) point out that materials are the objects of early childhood activities in contextual regional activities. Materials that are appropriate to the age characteristics, experience, abilities and needs of young children can arouse children’s initiative in learning, So that they can take the initiative to observe and find problems in an environment without pressure, think independently and solve problems. Therefore, when preparing, selecting, and providing operational materials, we deliver on the basis of interest and level of development. With the development of situational areas, we also found that the creation of situational areas, the children do not know how to use the materials, and the situational area activities and the thematic activities are far-fetched. Therefore, we think about how to create scenarios, provide children’s favorite materials, and optimize the quality of regional games. In recent years, the research on “effective strategies provided by situational regional materials” has been carried out, and the selection of materials should be targeted (purpose); the choice of materials should be dynamic and so on.