Study On Children’s Current Independent Learning During Regional Gaming Activities ——Based On The Perspective Of High Scope

Children’s autonomous learning refers to activities in which children constantly accumulate experience through independent exploration,self-discovery and self-improvement in a certain environment.It is common in kindergarten’s regional game activities.Children improve their cognitive and social development levels by operating toy materials,interacting with peers,and cultivating positive learning interests and good learning habits.These can help realize the all-around development of personalization.By sorting out and analyzing the research results of children’s autonomous learning in regional game activities,it is found that the research focuses on children’s material selection tendency and independent inquiry ability.According to the regional activity link of "plan-work-review",this study combines the core content of the high scope,to explore the current situation and characteristics of children’s autonomous learning in the overall regional game activities.This study selects class Y children of kindergarten A in Chenggong district as the research object and then observes children’s autonomous learning ability in regional game activities.The questionnaire investigated teachers’ cognition and guidance concept of children’s autonomous learning.According to the results,non-structural interviews were conducted with teachers in large groups to better analyze the status quo of children’s autonomous learning in regional game activities.The children’s autonomous learning ability is generally at an upper middle level in the regional game activities.The area that best reflects the children’s autonomous learning ability is the intellectual area.In the other regional game activities,the children’s autonomous learning ability is not as good as in the intellectual area.The results can be summarized as follows:1、Self-selection dimension: in different learning and activity regions,there are significant differences in the two analysis indicators of children’s self-selection ability: "interest" and "learning strategy".Among them,the interest of children in the educational district is higher,and the interest of children in the picture book district is lower than that of other regional activities.Many children have a strong interest in regional game activities,but there is no clear learning strategy to support the goal of the activity.2、Self-monitoring dimension: in different learning and activity regions,there are significant differences in the indicators of "focus","process control","time planning and management",and "goal achievement" of children’s self-monitoring ability dimension.Children in the intellectual area perform better than the children in the picture book area.It shows that children are difficult to focus for a long time in activities,and they are easily affected by external factors.The result of achieving goals is difficult to be guaranteed.3、Self-evaluation dimension: in different learning and game activity regions,there were significant differences in the indicators of "display evaluation results" of children’s self-evaluation dimension.Compared with children in the picture book area,the children in the artwork area and the intellectual area performed better.Children’s enthusiasm for their achievements in the review process is not high,which also shows that the quality of task achievement is insufficient to a certain extent.4、Self-regulation dimension: in different learning and activity regions,there are significant differences in the indicators of children’s self-regulation dimension "according to the assessment adjustment strategy",where the performance of children in the artwork area,mathematics area and educational area is better,compared with children in the construction area.Children often cannot choose role models in activities and learn from them.They rarely seek help from teachers or partners when they encounter problems.According to the analysis and summary of the above research results and the core content of the high vision curriculum,the following education suggestions are put forward for children’s autonomous learning:1、Teachers should guide children to choose multiple regions based on respecting children’s main body selection and avoid overheating of individual areas.2、Teachers should pay attention to the use of planning time,strengthen the flexibility and flexibility of planning links,provide sufficient planning time for children,guide children and teachers to better communicate and jointly enrich the content of the plan.3、Role of teachers should be highlighted as supporters and helpers,to strengthen the observation of teachers,and enhance the understanding of children from the perspective of observation.4、Appropriate materials should be provided for children before their autonomous learning,to support autonomous learning and require teachers to design different levels of activities according to children’s differences,pay attention to the sense of hierarchy and challenge of activities,and enhance children’s concentration in regional game activities.5、Teachers should encourage children to use language to describe their ideas and pay attention to the common participation of teachers and students in the review process,constantly improve the teacher’s empathy ability,and strengthen children’s play and expression.6、Teachers should encourage children’s choices and activities,enhance the experience of the game to promote the development of activities,so that children can better participate in the game in the process of constant adjustment,to improve children’s sense of participation,and better cultivate autonomous learning ability.