Teachers' observation is for immediate judgment and immediate teaching action. As far as all teachers' teaching behavior is concerned, from the consciousness level, it comes from non-observational teaching behavior and observational teaching behavior without records. The following are the observation records of some regional activities I shared with you, hoping to help you!

Observation and Record of Regional Activities Small Class 1 Class: Class 2

Date: March 2nd, the second week of 20XX

Theme: Kissing a family.

Teaching: Chen Chao

Activity objectives:

1. I like to imitate adult roles and know what my role is.

2. Cultivate children's hands-on ability and finger flexibility.

3. Abide by the rules of regional activities.

Material delivery:

Dollhouse: several dolls and plush toys, a set of dolls' toys, wonton, homemade noodles, jiaozi, etc. In the tasting area, each city has several candy boxes, candy and cartoon teacups.

Small hospital: a set of hospital toys, some homemade salt bottles, some medicine bottles, etc.

Language area: some children's books and children's activity materials.

Art area: P2 pages of children's activity materials such as "paper workers", "red lanterns", colored clay, crayons, drawing paper, etc.

Guiding suggestions:

1, Art District: When children are making documents and red lanterns, because children in small classes are not exposed to scissors for paper-cutting, teachers should focus on guiding children's paper-cutting projects and remind them to pay attention to safety when using scissors. When children finish finished products, they should be encouraged in time to improve their confidence and interest in becoming paper workers in the future.

2. For other regional activities, we should pay attention to the rules of activities in each region and encourage children to talk more and communicate with other children.

Observe the reason

In the paper art game, children in small classes gradually began to get in touch with the works that need to be made with scissors. Because the fingers of children in small classes are not flexible enough, most of them need to be made with scissors for the first time, so I want children in our class to gradually get in touch with the paper art works that need to be made with scissors and cultivate their practical ability.

Observation record

Yes, but in the process of listening, I am still very serious and devoted. But in practice, some problems of children, and the biggest problem is that most children can't use scissors, and when I showed them, I just forgot to teach them how to use scissors correctly, making their inflexible little hands look more clumsy. Although some children can cut off the pieces of paper they need, they don't use scissors correctly.

Thinking and countermeasures

Children in small classes are still lacking in finger flexibility, the development of little finger muscles has not been fully completed, and it is not very coordinated to play some detailed games or actions, especially when scissors are needed. In my opinion, to cultivate children's practical ability is not only in paper homework activities, but also in the classroom, we can't fully understand the correct use of scissors. In addition to guiding children to use scissors correctly in daily activities and communication, parents also need to let their children cut and practice purposefully at home, which is good for their finger flexibility and the development of small muscle groups.

Background analysis of the second section of the regional activity observation record;

During this time, our class is beginning to explore the theme of "cute little animals". Children show close affection for animals and like to play their own roles.

Children's behavior record:

The music activity of "Little White Rabbit Hide and Seek" began. The teacher plays the mother rabbit, and the children play the baby rabbit. Put on the badge. The teacher began to let everyone listen to a piece of music. As soon as the music came out, some children said: the little white rabbit jumped out to play, some said: it went to pull out carrots, and some said: it went to the supermarket to buy delicious food. Seeing the children in high spirits, the teacher asked a question: Then listen to the music behind. What is the rabbit doing? The children were quiet for a while, listening sideways, and some said first, "Little Rabbit has a rest." Others said, "The rabbit is eating." Only Yu Zi said, "I may have met a wolf. It is hiding. " Everyone guessed sentence by sentence, and finally the teacher made a gesture of praise. Everyone should agree with him ... but when the wolf comes to catch the rabbit, everyone becomes a flower, grass, tree, stone and so on. When the wolf came up and asked, who are you? Nobody said it was a rabbit. Yu Zi said, "Wolves are carnivores. It doesn't like eating grass. " It seems that children can still distinguish between carnivores and herbivores!

Teacher reflection:

In this activity, children have questions about the food chain, and they are also keen to discuss the topics of herbivores and carnivores. In the process of developing generative theme activities with children, I am always surprised and moved by the creative potential of small class children. In the process of interacting with children, I learned a lot of life knowledge, and these activities made my teaching practice glow with new vitality. Children in small classes, they can also be the masters of substitute activities. Although the generation activities of small class children can't produce more and better effects like those of middle class and large class, they are only naturally precipitated and accumulated in plain real life. But practice has made me understand that education is not acting, and the experience taken from life and applied to life is the most precious, and the activities that truly meet the needs of young children and are conducive to the perfection and development of each child are successful.

Improvement measures:

1. On the basis of prior preparation, it is easy to stimulate children's desire to express by creating a situation closer to the life experience of small class children.

2. Teachers should give children more opportunities to perform and pay attention to the performance of individuals in groups.

Observation Record of Regional Activities Section 3 Observation Purpose:

Distribution of doll characters

Observation object:

Five children in the "Dollhouse"

Observation time:

20xx65438+February 5th, regional activity time

Observation position:

Class three classroom "doll house"

Observation record:

Today is the third group of children playing in the doll house. There are five-angle color cards in the doll house, grandpa, grandma, dad, mom and baby. After the children entered the area, there was a quarrel a moment later. "I want to be a mother, and I want to be a mother." It turned out that Xinxin and Xuanyi were vying to be mothers, while the other three children had already played their role cards and looked at the two children with wide eyes. As soon as I approached, the children immediately looked at me with help.

I crouched down and asked Xinxin and Xuanyi, "Why do you all want to be mothers?" Xuan Yi answered first: "Because I usually like my mother best, I think it is more fun to be a mother." Xinxin also said, "I also like being a mother."

Remembering a children's song "I have a happy home" that we just learned, I said to the baby in the doll's house, "Then let's recite the children's song" I have a happy home "that we just learned!" The children read aloud the children's songs at once. After watching children's songs, I immediately asked, "Why is it a happy home?" Who are there in the family? "Grandpa" said, "There are grandfathers, grandmothers, fathers and mothers." "Dad Hongbo" added: "There are children!" I went on to say, "That's right! Our family is very happy together, because we have a big family and everyone loves each other together! " Fan Xi nodded and said, "So is my family." The children all nodded, and I went on to say, "In our family, everyone is very important. Today, the baby in the doll family is also a family. Children should be good at every role. Let's try to play different roles, shall we? " "The children all say yes. I turned my head to look at the three children with good role cards and said, "Grandpa, Dad, the children are all great. They are eager to choose their own roles. " I looked at Xinxin and Xuanyi again and said, "The teacher made a suggestion. Today, Xuanyi is going to be a mother and Xinxin is going to be a grandmother. We will swap roles in the next game to see who can be a mother and who can be a grandmother. " Is it okay? "Through adjustment and persuasion, Xuanyi finally became a" mother "and Xinxin became a" grandmother ". At first, "Grandma" pouted, but after a while, "Grandma" happily threw herself into the role.

Observation and analysis:

1. When the children arrive at the doll's house, they have a preliminary sense of rules (such as choosing their own roles and wearing role cards). )

We often ask our children who they like best at home. Most children answered their mother. Although children in small classes can't express themselves in words, their mothers are gentle, beautiful and capable. In contrast, grandma is slightly inferior to mom in their hearts. So when choosing the roles of "mother" and "grandmother", there will be a scene in the above case: both children are fighting for the role of "mother".

I originally wanted to cultivate children's independence, give them independent rights and let them choose their own roles, so I let the children in the doll house choose their own role cards. In fact, children have a strong interest in role-playing, but some children will argue endlessly when they meet their favorite roles, which is also related to their self-centered state.

Adjustment measures:

1. In daily life and study, it is very important to strengthen the cultivation of children's family concept and know all family members.

2. If the child has problems in the game, the teacher should appear in time and guide the child with friendly language and appropriate methods. For example, two children are fighting for the role of "mother", and I stopped the quarrel in time by singing children's songs. And ask questions to deepen children's understanding of family roles.

3. Teachers should still guide children to assign roles by themselves, and can't dictate what role children play. I suggest that the two children discuss who to assign as "mother". Although children are a little unhappy at first, when they participate in the game, they can immediately forget their unhappiness, which is also the psychological characteristic of small class children.

4. Children in small classes are weak in the sense of rules in choosing their own roles. When children can't negotiate the choice of roles, teachers should participate in the guidance as appropriate, formulate the rules of role rotation, and record the trajectory of children's roles in the form of pictures, so that each child has the opportunity to play his favorite role. When children get their favorite roles, they should ask them for games, let them learn to cherish their opportunities, and at the same time praise children who can independently negotiate and assign roles and are modest. Help children gradually learn to negotiate and cooperate, learn to restrain themselves and abide by the rules. Strengthen the cultivation of children's social communication ability.

5. In the evaluation process, the scene reappearance method is used to let the whole class find the problems and seek the solutions. Children internalize the rules and gradually cultivate their good habit of consciously and voluntarily observing the rotation rules.

Observation Records of Regional Activities-Chapter IV Observation Objects:

Jiang Hanrun, Ruan Yize, Wang Yuxin, Huang Wenshuo.

Process description:

At the beginning of regional activities, Jiang Hanrun picked up the cut crepe paper on the desktop and looked at it. Ruan Yize, Wang Yuxin, Huang Wenshuo and Zhang Yixuan also came to the table. They found their favorite crepe paper and looked very happy. In today's art district, children are asked to stick beautiful flowers on white paper with double-sided tape, holding crepe paper in their hands. White paper, double-sided tape and crepe paper have been placed on the table. And Wen are admiring the crumpled paper they got, but they also say to themselves that they will stick to colored paper. The two of them have already started doing it. Jiang Hanrun looked at the children around him and touched his head with crumpled paper, but he still didn't start tearing the paper.

At this time, she found me observing her and immediately shouted, "teacher, teacher, I won't!" " "I went over and said," Will the teacher come to your garden to enjoy the flowers later? " Jiang Hanrun immediately raised his spirits. She watched other children put crepe paper on double-sided tape, and she also tried to make flowers. She is the youngest child in our class, and she is very dependent on the teacher. But when she heard that I was coming to appreciate her garden, she was very excited, as if she had accepted a mission, and she did it meticulously. Soon, she covered the white paper with flowers. She took the flowers she made with satisfaction and compared them with the children around her.

Analysis characteristics:

Need to complete the operation content under the guidance of the teacher. Such children lack a certain degree of self-confidence, always think that they can't complete the task alone, and have strong dependence. They like to be accompanied by teachers, and they need constant affirmation or encouragement from teachers to complete the operation. Once the operation is finished, they are excited.

Analysis:

Judging from the case, Jiang Hanrun looked at the children around him and touched his head with crumpled paper, but he still didn't start tearing the paper. At this time, she found me observing her and immediately cried, "teacher, teacher, I won't!" There is a certain degree of dependence, thinking that it will not work without operation. He is troubled by confused and depressed emotional experiences and will probably give up his activities. Under my supervision, I completed the task step by step and realized the joy of success.

Guiding strategy

1. Understand the requirements and make suggestions directly. Let children choose their favorite and interesting activities subjectively through direct suggestion. Help children form an independent personality.

2, appropriate encouragement, independent completion of homework. Teachers can take advantage of children's praise-loving characteristics, give them a smile, a positive word and a satisfied nod in time and appropriately, and gradually eliminate their dependence psychology, thus improving their confidence in independent operation. Therefore, teachers' encouragement and appreciation are sometimes the motivation for children to learn independently. For some children who are young, dependent, unwilling to participate in activities, and are not active or active in activities, in daily life, I often remind her with encouraging eyes and body movements, give her enough space to express and show herself, praise and encourage her a little progress, and make her full of confidence in herself, so as to sprout and express her desires.

The library area is the key area I have observed recently. In such a long time, I have seen the continuous progress of children in my jurisdiction, and I am constantly solving various problems in my jurisdiction. Now you can basically sit quietly on the stool and read a book, one for each person. After reading it, I'll take it home and get another one. When entering the reading area, I let the children choose whether to come to the reading area or not, and only six people can be limited at a time. If anyone else wants to come, come back to the next activity, so that the children won't fight for the situation that everyone wants to come.

Before reading, I will explain the rules of reading, "hold it gently, turn it gently and read it carefully", and I must read the book quietly, don't tear it, send it home after reading, and read it in page number order. When I instruct my children, I always touch them gently, speak softly and look into their eyes deeply. I fully mobilize children's ability to see, listen and speak, and let them expand their imagination and express their thoughts. Now children can basically understand the story lines of reading books and picture books, and their language ability has been greatly improved.

Now let's carry out afternoon regional activities, so that children can have fun and learn while playing. Our main concern this week is the reading area. We should cultivate children's love of reading and good reading habits.

It is the first time to carry out this kind of activity, some people are at a loss, but they begin to learn from the opinions of some colleagues and master the basic process of regional activities in order to give full play to the role of regional activities in teaching. However, from my practice, it can't reach the level we require at all. How to carry out future activities is worthy of reflection.

At first, I found a lot of information about how to develop reading area on the Internet. Some are practical and some are not practical, which are not suitable for the actual situation of our class. I can only take the essence and discard the dross. When I enter the corner, I introduce the whole corner of the classroom to the children completely, so that the children can choose the area in the future. When I entered the area, I also specially taught the children some things that need attention in various areas. But in fact, when I was operating, the children didn't listen to you at all, and they could play wherever they wanted. The classroom is in chaos. After the first activity, I will record some unpredictable situations, taking into account the age characteristics of children's small classes and the situation of this class, so as to facilitate the next activity to be carried out better.

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