Objective: To cultivate children's awareness of caring for flowers and trees.

Observation content:

In the morning activities, two groups of children are patting the ball with great interest, and two groups of children are strolling on the wooden bridge and having fun. Suddenly, I saw several children running breathlessly: "teacher, they don't listen to me." I told them not to step on the grass, but they insisted on stepping on it. The grass over there was trampled down. Teacher, if you don't stop, the grass there will suffer. " It turned out to be Gao Yiyang and several female children. I just looked in the direction she said. It turned out that they were kicking Qiu, so I went over to talk to them, but they said helplessly, "Teacher, if we don't guard the door on the lawn, we will fall." "Then can you think of a way to kill two birds with one stone?" I said. "Oh, teacher, can you lend us a mat? In that case, we don't have to be afraid of wrestling. " "Yes, let's get it together!"

Situation analysis:

Usually, children are educated to care for flowers and trees through classes and activities, and children can also remember the teacher's teaching well. In practice, although some children can't abide by it well, it is good for them to have this awareness. Revelation:

At ordinary times, we will continue to strengthen the moral awareness of educating children, so that children can do it not only in kindergarten, but also consciously protect flowers and trees at home.

Examples of observation records in kindergarten large classes

Basic information of the case:

There are 38 children in Class One, who have just been promoted from the middle class to the big class. They are lively, intelligent and lovely. Children have strong self-awareness, bold creation and strong ability in all aspects.

Implementation of the case:

In the permanent management of kindergarten items, the teacher did it in behavior, but after each activity, the children did not take the initiative to clean up the items in the activity room, which made the teacher suffer greatly, greatly increasing the workload of the teacher and wasting human resources. Faced with this situation, how to cultivate children to form good behavior habits?

Cause of the case:

Through the observation of the daily life of large-class children, we find that although large-class children are better at self-service, some children are self-centered and severely punish the lack of collective service responsibility. The formation of children's sense of responsibility is an important part of the social development of large class children. In the formulation of social goals in the outline, there is also such a goal: being able to do what you can, not afraid of difficulties, and having a preliminary sense of responsibility. Sense of responsibility is one of the important qualities that modern people should possess.

Educational countermeasures and processes:

First, establish a responsibility area.

In order to strengthen children's sense of responsibility to others and the collective, we have created several responsibility areas. According to the age characteristics of children, we divide various tasks into several items as required, and each item is implemented in a responsibility area, and then assigned to children purposefully and planned, so that children can take the initiative to work in the responsibility area and experience the meaning of "responsibility". There are two forms to create the responsibility area: one is to allocate various activity areas in the activity room to children as the responsibility area, such as the book area, the art area, the plastic area, the building area and so on. According to the nature of each region, the requirements for children are different. For example, the library area, art area, children prefer, more materials, large area. These areas need two or three children to be responsible for management, and one or two children in other responsibility areas can be responsible; Another form of responsibility area is the work of various students on duty, such as distributing tableware to children three times a day; Responsible for watering the plants in the corner of the factory building and recording the growth of plants. No matter what form of responsibility area, teachers should pay attention to the specific situation of each child when assigning responsibility areas to children, so that each child can make progress in the activities in the responsibility area.

Second, the area of responsibility for teacher guidance and evaluation

1, the teacher asked the children to clarify the task requirements of the responsibility area.

For example, children should be responsible for the cleanliness of their responsible areas, the reasonable placement of items, participate in various activities such as teacher replacement and item adjustment in this area, and supervise and guide other children to take good care of items in this area. Children must tidy up their responsibility area after entering the park every day, and then carry out other activities, and check the responsibility area regularly every day. The following example is an observation record of the activities in the children's responsibility area: (Liu Jiawei and Gao Qi are in charge of the book area) "Liu Jiawei entered the park early in the morning, took a rag from the bathroom to clean the bookcases in the book area, and then sorted out all kinds of books. He found a Chinese book in the common sense book, so he took it out and put it back in the Chinese class. At this time, Gao Qi just came to the garden and saw that Liu Jiawei had finished sorting out the book area. When they arrived at the art district, they found colored pens and pencils mixed together, classified them with memos, and then placed them neatly in the art district. After the end, the two entered their own self-selected activities. " The observation records of the above examples fully show that these two children basically know the responsibilities of their own areas of responsibility and have a certain sense of responsibility for their own areas of responsibility. Their work is no longer limited to their own responsibilities, but more manifested in their concern for the collective. Therefore, only by making children clear about the task requirements of the responsibility area can teachers promote children to improve their sense of responsibility and do a good job in this area.

2, in-depth activities, guidance at any time.

When children begin to create responsibility areas, their self-awareness and consciousness are poor, sometimes their responsibilities are unclear, and they will feel confused and unable to move with peace of mind. This requires teachers to go deep into children's activities, find problems and give timely guidance. For example, in optional activities, children who are in charge of books classify books in order, but they are not conscious enough to go to other activity areas. Children in charge of other areas of responsibility also browse books at will and leave them lying around. Who should be responsible for this situation? After discussion between teachers and students, it is decided that whoever has problems in the activity area will be responsible. Only when the responsibility is clear can the child act with peace of mind.

3, master the standard, timely evaluation.

Let children develop a good habit of being serious and responsible for the work in their own area and cultivate their sense of responsibility. After I put forward the task requirements for my children, I evaluated their performance in time on the basis of careful observation. Adhere to the principle of integrity, that is, each responsibility area must meet the requirements, and which responsibility area has problems, the children will discuss with each other and finally solve them. Secondly, adhere to the principle of difference, that is, according to the actual development level of each child, the evaluation criteria are also different. The evaluation of children should be divided into two parts, and the positive factors should be used to overcome the negative factors. Every child has advantages and disadvantages. Conduct a comprehensive and correct analysis of them, discover and praise their advantages and slight progress, point out their shortcomings, and often remind and help them correct their shortcomings. Look at children with a developmental perspective and believe that children have made progress.

Educational effect:

According to the age characteristics of children in large classes, we cultivate their sense of responsibility by organizing children to participate in colorful "responsibility area" activities, and have received good educational results.

Educational reflection:

Through the "responsibility area" activities, children's sense of responsibility has been greatly enhanced, and they have developed a good habit of caring for the collective and the class. Today's children's understanding of the area of responsibility is not limited to their own work. As long as it is in the class, the children show concern and responsibility. Children's sense of responsibility is basically formed.