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Play Games, Solve Puzzles Jing Chengyou conducts research activities for outdoor games Date:2016-05-18 15:18
Outdoor play games are deeply loved by young children. Every time the game is played, children are enjoying themselves. Teachers observe and analyze children’s game behaviors to continuously enrich the game environment and create effective materials to promote children’s learning. And development. Then, how do we create a game environment according to local conditions? What materials can be used to attract children's games? How can we use the placement of materials to reflect teacher guidance?
These problems test the teachers' wisdom and professionalism. Hangzhou Jingcheng Experimental Kindergarten carried out thematic training activities focusing on this semester. Focus on the problems found in the game and regularly carry out targeted learning seminars and training activities.
At noon on May 16, the Kindergarten Education Office organized a training activity on the two issues that were more concentrated in the outdoor play of kindergartens. The training activity also invited the head of the teaching and research section of the sister park and the teacher to enter Jingcheng Junior and push the door to conduct research.
Rock climbing capture the flag game
Happy game real experience
The seminar activities began with a cheerful and dynamic musical sound. The teachers were divided into three groups according to their ages, and they played the game of climbing the flag. The teachers who are accustomed to watching baby games on weekdays have the opportunity to experience it personally. All of them are extremely excited and scrambling for rock climbing. The laughter fills the entire arena and it is a real one. After each game, individuals wrote the most profound feelings with a keyword.
A small opening game made teachers feel a lot about the children's games. Many teachers really realized that climbing a rock climbing wall is not as easy as it seems. Climbing to the top still requires a certain amount of courage, strength and skill, especially for those children who do not dare to climb on weekdays. understanding. The sentiments without personal experience and trials are always superficial. Creating more conditions for learners to experience and feel is the best way to learn.
group discussion
Focus on issues and work together
With the happy mood and real feelings of the opening game, teachers entered the theme section. After a simple review of the previous outdoor game activities, the host presented two questions: First, how does the temperature increase, how should outdoor games be adjusted, and second, how to use the materials to display delamination? Ask teachers to discuss in groups.
Everybody you speak in one word, and the atmosphere of discussion is warm. The form of group discussion can ensure everyone involved in the seminar. The group's opinions and thoughts are expressed in the group. For the teacher, the scope is relatively small, the mood is more relaxed, and some real ideas can be spoken. The peers complement each other and scrutinize each other. The viewpoint gradually concentrates, and consensus is eventually reached within the group. . This process is a fusion of self-concept and other people's viewpoints.
Wisdom sharing
Wisdom sharing mutual inspiration
The third link of the event is smart sharing. Each group focused on issues with illustrations or physical demonstrations to illustrate the ideas and strategies formed after the group discussion. With regard to the increasing temperature, how to adjust this problem in outdoor games, we thought that we can improve from three aspects: adjusting the activity time, activity intensity and density, and strengthening water supplements to do the relevant heatstroke protection measures.
With regard to how to use material to represent delamination, the ideas that come into mind in each group are even more: If one device is used, the delamination can be reflected by the difference in spacing and height; The ability to choose their own challenges; can also be set through the establishment of peer challenge material combination to reflect the delamination, etc., can be described as a big hole.
The sharing of wisdom in this link fully exerted the role of the teacher learning and mutual aid community. In the introduction and demonstration of peers, the teachers’ ideas gradually opened up and are no longer framed in their own original experiences.
As the training activities continue to deepen, teachers are more and more profoundly clear: whether it is the adjustment of the game time or the release of materials, some basis should be based on children's performance and development needs in the game. Teachers also strive to become a kindergarten teacher with a higher professional level by continuously learning and reflecting again and again, observing children meticulously, and carefully reading children's behavior.
Outdoor play games are deeply loved by young children. Every time the game is played, children are enjoying themselves. Teachers observe and analyze children’s game behaviors to continuously enrich the game environment and create effective materials to promote children’s learning. And development. Then, how do we create a game environment according to local conditions? What materials can be used to attract children's games? How can we use the placement of materials to reflect teacher guidance?
These problems test the teachers' wisdom and professionalism. Hangzhou Jingcheng Experimental Kindergarten carried out thematic training activities focusing on this semester. Focus on the problems found in the game and regularly carry out targeted learning seminars and training activities.
At noon on May 16, the Kindergarten Education Office organized a training activity on the two issues that were more concentrated in the outdoor play of kindergartens. The training activity also invited the head of the teaching and research section of the sister park and the teacher to enter Jingcheng Junior and push the door to conduct research.
Rock climbing capture the flag game
Happy game real experience
The seminar activities began with a cheerful and dynamic musical sound. The teachers were divided into three groups according to their ages, and they played the game of climbing the flag. The teachers who are accustomed to watching baby games on weekdays have the opportunity to experience it personally. All of them are extremely excited and scrambling for rock climbing. The laughter fills the entire arena and it is a real one. After each game, individuals wrote the most profound feelings with a keyword.
A small opening game made teachers feel a lot about the children's games. Many teachers really realized that climbing a rock climbing wall is not as easy as it seems. Climbing to the top still requires a certain amount of courage, strength and skill, especially for those children who do not dare to climb on weekdays. understanding. The sentiments without personal experience and trials are always superficial. Creating more conditions for learners to experience and feel is the best way to learn.
group discussion
Focus on issues and work together
With the happy mood and real feelings of the opening game, teachers entered the theme section. After a simple review of the previous outdoor game activities, the host presented two questions: First, how does the temperature increase, how should outdoor games be adjusted, and second, how to use the materials to display delamination? Ask teachers to discuss in groups.
Everybody you speak in one word, and the atmosphere of discussion is warm. The form of group discussion can ensure everyone involved in the seminar. The group's opinions and thoughts are expressed in the group. For the teacher, the scope is relatively small, the mood is more relaxed, and some real ideas can be spoken. The peers complement each other and scrutinize each other. The viewpoint gradually concentrates, and consensus is eventually reached within the group. . This process is a fusion of self-concept and other people's viewpoints.
Wisdom sharing
Wisdom sharing mutual inspiration
The third link of the event is smart sharing. Each group focused on issues with illustrations or physical demonstrations to illustrate the ideas and strategies formed after the group discussion. With regard to the increasing temperature, how to adjust this problem in outdoor games, we thought that we can improve from three aspects: adjusting the activity time, activity intensity and density, and strengthening water supplements to do the relevant heatstroke protection measures.
With regard to how to use material to represent delamination, the ideas that come into mind in each group are even more: If one device is used, the delamination can be reflected by the difference in spacing and height; The ability to choose their own challenges; can also be set through the establishment of peer challenge material combination to reflect the delamination, etc., can be described as a big hole.
The sharing of wisdom in this link fully exerted the role of the teacher learning and mutual aid community. In the introduction and demonstration of peers, the teachers’ ideas gradually opened up and are no longer framed in their own original experiences.
As the training activities continue to deepen, teachers are more and more profoundly clear: whether it is the adjustment of the game time or the release of materials, some basis should be based on children's performance and development needs in the game. Teachers also strive to become a kindergarten teacher with a higher professional level by continuously learning and reflecting again and again, observing children meticulously, and carefully reading children's behavior.
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