How to improve the effectiveness of material delivery in the science area

The requirements for the release of materials in the science zone refer to a series of regulations and requirements that need to be complied with when sorting and putting garbage in a specific area to ensure the smooth progress of garbage classification and the health and safety of the environment.

1.Household Waste Sorting Requirements:

Classification standards: According to the specific local regulations, the garbage is divided into different categories such as hazardous garbage, hazardous garbage, wet garbage and dry garbage.

Packaging requirements: Objects should be cleaned and compressed as much as possible, hazardous garbage should be packaged in good condition, wet garbage should be encrypted to avoid leakage, and dry garbage should be bagged or packaged properly.

Location: According to the requirements of the local **, place different types of garbage in designated containers or garbage cans, and avoid mixing.

2.Garbage classification in public places should be sung:

Garbage can setting: Reasonably set up garbage sorting bins in public places, and clearly indicate which bins different types of garbage should be put in.

Cleaning: Clean the garbage sorting bins regularly to keep the garbage sorting facilities tidy and hygienic.

Publicity and education: through billboards, slogans, etc., to popularize the importance of garbage classification and the correct classification method to the public.

3.Requirements for community management garbage classification:

Community supporting facilities: The community should provide supporting facilities such as garbage sorting containers and classified delivery guides to facilitate residents to correctly classify garbage.

Guidance and supervision: Community managers should guide and supervise residents on garbage sorting, and provide necessary training and support.

Actively advocacy: The community should actively carry out garbage classification publicity activities to improve residents' awareness and enthusiasm for garbage classification.

4.**Management of garbage sorting requirements:

Formulation of policies and regulations: Detailed policies and regulations on garbage classification should be formulated to provide clear guidance and norms for garbage classification.

Strong law enforcement: ** The law enforcement of garbage classification should be strengthened, and the illegal garbage delivery behavior should be punished and corrected.

Investment and construction: Sufficient funds should be invested in the construction of garbage sorting and treatment facilities to improve the efficiency and quality of garbage sorting and treatment.

5.Garbage Classification Supervision and Evaluation:

Supervision mechanism: Establish a supervision mechanism for garbage classification to ensure that the requirements are effectively implemented.

It should be noted that the requirements for the placement of materials in the science zone may vary from region to region and management department, and the above description is for reference only. In practice, garbage classification should be carried out according to the specific local regulations and requirements.

At the same time, we should actively strengthen the publicity and education of garbage classification, improve the awareness and participation of residents in garbage classification, and jointly promote the smooth progress of garbage classification in the science zone.

The method of grasping the type and quantity of materials in the science zone is as follows: the regional materials are as rich and diverse as possible, not the more the better, and the hierarchical and gradual delivery.

Children construct their own cognitive structures in the process of manipulating and fiddling with materials. As the main form of kindergarten activities, regional activities play an important role in the development of children, and their educational functions should be realized through regional materials.

It can be seen that regional materials are the key to the development and implementation of regional activities, which are directly related to the development of children and directly affect the quality of regional activities. In this issue, let's take a look at the characteristics of regional materials.

Young children are always in an imaginary state throughout the game, simulating the characters and plots in their lives that they only know about them, or simulating the scenarios that they imagine and even impossible to happen in real life. Children choose their favorite roles according to gender differences.

According to their roles, children often consciously or unconsciously have active contact and interaction with other relevant areas, and may break class boundaries and make full use of and share different play resources on this basis.

The principle of combining scientific and educational

From the perspective of children's cognitive level, children have the characteristics of intuitive image to know things, and the shape, color, sound, and taste of objects in the material world around children provide rich materials for children's perception, and the materials should reflect the attribute characteristics of the concepts they have learned, and can transform the concepts learned by children into activities that directly manipulate materials.

It enables children to gain richer perceptual experience of conceptual attributes. Teachers should formulate specific educational goals for the science area and puzzle area according to the basic development level of the children in the class, the educational goals of the stage, and cooperate with the progress of the concentrated educational activities, arrange the content of the activities, and increase the operation materials in a timely manner.

Principle of AppropriatenessThe objectives of the Kindergarten Science field are: to help children understand the flora and fauna in different environments and their interrelationships with the environment; Help children gain perceptual experiences about the relationship between seasons, humans, animals, plants and the environment; Guide children to explore common natural phenomena in their daily lives, gain relevant scientific experience, and develop their observation skills. Teachers should guide children to use complete and coherent language to communicate with peers and teachers about the process and results of exploration, express wishes, ask questions and participate in discussions. Guide children to learn how to use common scientific and technological products, use simple tools and a variety of materials to make activities, discover the various characteristics and functions of objects and materials, and be able to show a certain degree of creativity.

Therefore, teachers should have a clear understanding and grasp of the goals of the science field in the kindergarten class, and select and put in the materials suitable for the operation of the kindergarten children in a targeted manner to meet the needs of the cognitive development of the kindergarten children. For example, for the kindergarten science activity "The Formation of Rain", teachers can put "small raindrops"**, hot water, cold water, glasses, sinks, etc. in the science area according to the children's development level; or put "Little Raindrops" children's rhyme wall charts; Or design a map of the weather changes on the wall. Then guide the children to do the experiment, observe the reeds in the glass when the hot water meets the glass covered by the glass, it will form small water droplets, and ** the cause of the small water droplets, encourage the children to express the process and results, and stimulate the children's **desire.

2.Hierarchical principle: Children's cognitive rules are from easy to difficult, from simple to complex, from intuitive to abstract. In view of this cognitive characteristic, teachers should grasp the hierarchical nature of materials when placing materials in the science area, and constantly stimulate children's curiosity and desire to explore.

For example, children are very interested in kaleidoscopes and are very curious about the variety of patterns. At this time, teachers can put multiple kaleidoscopes in time to facilitate more children to observe and explore. In order to keep the beautiful patterns, the teacher can put colored paper, pens, paints, etc., again and let the children draw the patterns they see.

When children are interested in the kaleidoscope patterns, teachers will put different colors of glass balls and colored shredded paper into the science area, and children will start new explorations and new attempts. In the process of continuous exploration and continuous experimentation, children have become interested in science and have developed their ability to explore. 3.

Materials are available everywhere in the Diversity Principle Science Zone, such as sand, soil, seeds, flowers, branches, cloth, etc., as well as discarded fruit pits, cartons, eggshells, furs, etc. After treatment, it is put into the science area, which can be played by young children. Teachers can also put a variety of seeds into the natural area, children are very interested in the shape and size of seeds, through planting, pasting, soaking, painting and other operations can generate "seeds are fun" educational theme; You can also put old cartons, cartons, beverage bottles, cans, plastic bags, and tree branches of different sizes and shapes into the science area, so that children can rebuild their homes by building, combining, and building highs. Or design the house of the future, put it to protect the environment,

The science area is an activity area for children to explore independently, and the heating materials placed in the corner of this area are often put according to the teacher's intention, which cannot arouse children's interest; When the teacher sees that the children do not operate according to their own ideas in the area, they are impatient to talk and explain, and regard the activity area as a stage for their own "teaching", and the materials operated by the children as props for their own ......Piaget proposed that "children's wisdom comes from operation", and children construct their own cognitive structure in the process of manipulation and fiddling with materials, so it can be said that when the science area is active, the materials are the objects of children's activities, so how to put appropriate materials? 1. The material should be purposeful.

The placement of materials in regional activities is targeted and closely related to the educational goals to be achieved, that is, the goals are implicitly reflected in the materials. When selecting materials, teachers should grasp the basic characteristics of children of the age group, take the stage training goals of the children in the class as the main basis, and have a clear understanding and grasp of the current training goals of the children in the class, and use this as the basis to put targeted materials that have a promoting effect on the children. For example, in the activity of knowing "various locks", we put a variety of locks or ** in the science area, so that children can play by themselves, see and understand various locks, understand their uses, etc.

2. The material should be interesting.

In practice, we feel that interesting materials can stimulate children's active learning, mainly because children find the materials interesting, and they can feel the dynamic changes of the materials in the operation, which is interesting. Therefore, the materials should be suitable for the characteristics of children's "play and learning", reduce children's pressure, and change passive learning to active learning. If the material is not interesting, even the material with a scientific element will not be meaningful.

3. The richness of materials.

Richness can be understood first of all as the diversity of materials available to young children, such as cognitive and exploratory materials; The second is that the number of materials should be sufficient, which can meet the needs of children's free choice, and allow children to add and change according to their own wishes in the operation.

4. The suggestiveness of the material.

People are full of curiosity and doubts about the new things around them, and in the absence of mastery of existing knowledge and experience, they often rely on the suggestiveness of knowledge to recognize, such as knowing a certain product, reading the manual first, etc. Therefore, suggestiveness can also be contained in the material, so that the teacher does not need to teach by hand, but through his own observation, analysis, find out the rules, and then imitate or create according to the rules. For example, if children are asked to observe the process of eggs floating in different concentrations of salt water, the teacher can design a step diagram for a mother chicken to save the egg baby, and let the children try it step by step to perceive the process of the egg baby floating in the salt water.

In addition, when placing materials, teachers should learn to find out what children are paying attention to from the topics they talk about and the details of "hot goods" when choosing toys, and mobilize children to collect relevant information and materials to enrich the area.

1. Teachers change their roles, and teachers change from the role of conductor to observer, recorder, inspirer, guide, participant and other roles.

2. Give full play to children's subjectivityIn regional activities, the "teaching" of teachers and the "learning" of children is an interactive process. In the process of learning, children not only think and learn independently, but also learn from their peers, interact with teachers, and interact with things around them, so as to further exert their initiative and initiative.

Third, the scientific setting of activity area regional activities break through the traditional education in the situation of children in a passive and static state, not the teacher to tell the knowledge to the children, so that the children passively, static acceptance, but the teacher through the design, provide the environment for children to operate, especially a variety of activity materials, so that children in the interaction with the environment to actively develop.

Fourth, make timely observation records.

Fifthly, to promote the holistic development of young children in regional activities.

1) Create a reasonable environment and provide hierarchical materials to meet the needs of different children's development.

2) Create a relaxed atmosphere and give full play to children's autonomy.

3) Participate in activities in an appropriate capacity to improve children's motivation.

1. Appropriate activity materials are placed according to different activity areas.

2. Pay attention to the safety of the event materials.

3. Put in materials with educational value.

Fourth, the activity materials should be hierarchical and operable.

Fifth, the activity materials should be put into the high-grade and finished products.

As a kindergarten teacher, our current exploration and research task is to learn to use the environment and activity materials to speak, to create an environment where children and activity materials can be integrated, so that children can learn naturally in an independent, relaxed and harmonious atmosphere, and get the most effective development.