In study and work, everyone will inevitably come into contact with papers. The process of writing a thesis is the process that people gain direct experience. I believe many people will find it difficult to write a paper. The following are the papers I collected for kindergarten teachers. Welcome to read the collection.

Topic 1: the professional development requirements of college English teachers in large class teaching environment

Abstract: Large class teaching is the main way of English teaching in China. Facing the diverse students and large teaching environment, the professional development of college English teachers has profound and comprehensive requirements. Improving the professional and cultural level of college English teachers plays a key role in lobby English teaching. This paper mainly discusses the professional development of college English teachers in the lobby teaching environment.

Keywords: large class teaching; College English teachers; Specialized development

I. Introduction

Whether from basic teaching to advanced teaching, large class teaching is one of the main "national conditions" of English teaching in China. It is a great challenge for teachers to have large classes and many students. This phenomenon is particularly prominent in college English teaching, and there are various differences among teachers' teaching objects: students' second language cognitive ability, language acquisition ability, learning motivation, learning attitude and learning interest, etc. Facing these differences is not only a challenge to teachers, but also a powerful training ground to improve and exercise teachers' teaching ability. From the perspective of students, teachers should be good at communicating with students and communicate with them in time; From the teaching point of view, we should be good at analysis, diligent in research and brave in communication, and tap students' potential in many ways through teaching and emotional channels to develop in an all-round way.

This puts forward a deeper and more comprehensive requirement for the professional development of college English teachers. Therefore, teachers must closely link professional development with teaching environment, so as to realize real student education and development education.

Second, the professional development of college English teachers

Teacher professionalization refers to the process that teachers gradually acquire educational knowledge and skills through professional training and continuous learning, and constantly improve their educational quality in educational practice, thus becoming qualified vocational educators. In other words, through pre-job training, new teachers gradually grow from inexperienced novices to professional mature teachers with professional knowledge, skills and attitudes, and continue to develop professionally throughout their teaching career. This is the trend of international education development, so it is of far-reaching significance for college English teachers who teach international common languages to promote professional development.

In the social environment of rapid social development and rapid diversification of information, facing diverse students and active thinking, college English teachers should not only let students master language knowledge and skills, but also let students get information about culture, society and life in the learning process, and also master and understand students' personalities and personalities in the large classroom environment, so as to adapt to the characteristics of each different class in the teaching process of focusing on the whole and taking into account the individual. Therefore, college English teachers are required not only to have solid and excellent professional knowledge, but also to have mature and reasonable vocational teaching skills and skills, and to have the ability to search, learn and master new professional knowledge, teaching skills and teaching concepts at any time, which makes college teachers must constantly develop themselves, enrich themselves, update themselves and open themselves up in the teaching environment of large classes. Although this is a long-term and continuous task, it plays an important role in promoting the development of teaching.

Third, college English teaching environment in large classes

1, the teaching objects are very different.

Due to the large number of students, there are many differences in language foundation, learning motivation, learning interest, knowledge acceptance and self-learning ability, and the level is uneven, resulting in different degrees of students' acceptance of new knowledge, which makes it difficult for most teachers to grasp the strength and progress of teaching content and teaching methods when preparing lessons and teaching, and makes classroom teaching unable to meet the diverse learning needs of students.

2. The interaction between teachers and students is not strong.

In the large class teaching environment, there are a large number of students, so everyone's chance to speak naturally decreases. In addition, the passive personality of most students reduces the chances of language practice. The process of leaning to input a lot of knowledge in class limits the opportunities and practice of language output, which has a negative impact on the cultivation and development of students' second language comprehensive ability.

3. Pay little attention to individual students.

There are a large number of classes, and teachers refuse to pay equal attention to students in the teaching process, which leads to some students' reduced learning pressure, inattention in class, students' easy distraction, and the learning effect is not obvious, which gradually dispels their enthusiasm and interest in learning. Secondly, the large number of students makes teachers feel powerless in the process of correcting homework. If only some of them are selected for correction, some students will feel lost in their hearts and feel that teachers lack attention to them, which will also weaken or lose their enthusiasm and interest in learning.

Fourthly, the requirements of English teaching environment for English teachers' specialization.

1, improve professional ability

For college English teachers, if they want to teach in the lobby environment with quality, they must improve their professional ability. This includes improving their professional knowledge and classroom teaching knowledge, that is to say, on the one hand, teachers should constantly enrich their majors and enrich themselves; On the other hand, we should constantly learn and draw lessons from teaching ideas.

Faced with many students who are active in thinking, open-minded and demanding of teachers from all sides, college English teachers must first have a solid basic language skills, which is the basis of language teaching. Accurate, beautiful and fluent pronunciation and intonation can create learning motivation for students. Good listening, speaking, reading and writing skills and a solid English foundation play a guiding role in students' English learning, so that students can acquire a language in the right way.

In addition, although English is a language course, it carries a wealth of culture, so if you want to teach a language course well and wonderfully, you must improve your cultural literacy at home and in the West. Adding cultural contrast and understanding while teaching language knowledge can not only broaden students' cultural horizons, but also stimulate their interest in learning languages. As college English teachers in colleges and universities, they should establish a level of constantly improving their language application ability and in-depth understanding of Chinese and western cultures, so as to effectively guide students' understanding and application of language knowledge in teaching.

2, master the knowledge of various disciplines and multimedia teaching ability.

Students in large classes have different majors and knowledge backgrounds. In order to better understand students and communicate with them, college English teachers should properly understand some students' professional knowledge in this major, so as to have more effective classroom communication. On the one hand, it can improve the expansion of teachers in other knowledge fields, on the other hand, it is easy to form a harmonious relationship between teachers and students, which plays a bridge role for the communication between teachers and students.

With the wide application of computer technology in English teaching, computer-aided multimedia teaching can make English classes more vivid, attract students' attention and stimulate students' interest in learning, which is the embodiment of teachers' professionalism. Teachers can also flexibly adjust classroom operations according to the teaching content and students' needs to meet the diverse needs of students. The role of information technology in the classroom has been affirmed by more and more teachers. Teachers should not only improve their ability to apply network technology, but also master how to make courseware that meets their own teaching purposes, teaching requirements and students' acceptance and understanding. After all, multimedia is only an auxiliary teaching. We can't simply rely on it to instill a lot of knowledge, but we should use it to make teachers' teaching more diverse and interesting.

3. Timely role change.

There are many teaching objects and limited teaching time, so it is impossible to provide students with more opportunities to show and express themselves in class. This is a great restriction for students in the large class teaching environment, which leads to the teacher occupying most of the classroom time in the process of imparting knowledge, and the opportunities for each student to show are correspondingly reduced, which makes the students lose their enthusiasm, lose their attention and reduce the learning effect. In order to create an effective teaching environment, teachers should play their role, adopt different classroom implementation methods such as group discussion, personal presentation and assignment according to students' characteristics, give active students opportunities, encourage, affirm and support shy students, and develop and explore each student's characteristics. Therefore, this has improved teachers' teaching requirements, and teachers have found teaching methods suitable for themselves and students through continuous attempts, continuous learning and positive summary, which has promoted the development of teachers' specialization.

4. Positive teaching reflection

Reflective teaching refers to the process that the lecturer recalls, thinks and evaluates the problems in the teaching process by virtue of his own teaching experience, and studies and finds out the methods to solve the problems. For teachers, only after reflection and experience increase to a certain height can they have an impact on the follow-up behavior. Experience without reflection is narrow and superficial, and only superficial knowledge can be formed.

Reflective teaching contributes to the formation of teachers' practical theory and enables teachers to have a knowledge system with their own characteristics that adapts to teaching changes. Therefore, for teachers in large class teaching environment, reflection has more profound significance. Teachers can pay attention to solving practical problems in teaching. In the large class environment, students have different characteristics and different degrees of acceptance of knowledge, which requires teachers to constantly reflect, learn and summarize in the teaching process. Teaching reflection not only promotes the improvement of classroom teaching quality and teaching methods, but also promotes teaching innovation and the ability to discover, study and solve problems, and promotes the professional development of teachers.

Verb (abbreviation of verb) abstract

English teaching environment in large classes is not only a challenge to English teachers, but also a powerful platform to improve their own disciplines and teaching skills. Under such complicated conditions, English teachers should be responsible for themselves and promote the continuous development of their majors and teaching from the perspective of students. Promote teachers' professional development with teaching environment, improve and improve teaching quality with teachers' professional development, and build a harmonious learning environment.

References:

[1] Ministry of Education of the People's Republic of China. College English Curriculum Requirements [M]. Foreign Language Teaching and Research Press, 2007.

[2] Liu Runqing. Scientific research methods in foreign language teaching [M]. Foreign Language Teaching and Research Press, 1999.

[3] Shu people. Problems and Countermeasures of Foreign Language Teaching Reform [M]. Shanghai Foreign Language Education Press, 2004.

[4] Xiong Chuanwu. On the Theory and Practice of Reflective Teaching [J]. Shanghai Education Research, 2002, (05).

[5] Wang Liming. Foreign language teachers face the challenge of roles [J]. Educational Exploration, 2006, (03).

[6] Wu Zunmin. Reflective Teaching Guidance in Second Language Classroom [M]. Foreign Language Teaching and Research Press, 2000.

2. Abstract of preschool teachers' papers

The rapid development of society promotes the development of education, especially puts forward new requirements for music teaching. Music is not only an indispensable emotional activity in people's daily life, but also the embodiment of individual nature and life, which means that music teaching is an indispensable part of life teaching and an important way to realize life teaching. The effective integration of music teaching and life teaching can promote the cultivation and promotion of individual's pursuit and yearning for spiritual life consciousness, especially the kindergarten music teaching needs to be integrated into life teaching, but there are still some problems in actual development, and some kindergarten music teaching ignores the meaning of life in music teaching. Therefore, this paper mainly analyzes and discusses the life implication in kindergarten music teaching.

key word

Kindergarten; Music teaching; Life implication

order

Music is not only an indispensable part of human life, but also an indispensable emotional activity. Musicality is not only a human instinct, but also an acquired inheritance. In addition to inheriting the beautiful experience of human life, teaching can also guide individuals to explore their own potential, transcend reality and realize themselves in order to complete "perfect growth" In this sense, the basis of education is to create a "possible life", thus improving the quality of life. Kindergarten music teaching is not only a unique artistic lifestyle, but also an important process of educating and guiding children's life development. Therefore, creating a vibrant life development space and promoting the realization of children's life growth is the basic connotation of life implication in kindergarten music teaching.

First, kindergarten music teaching problems

1. Profession knowledge and skills crowd out aesthetic experience. Music art has far-reaching significance and uniqueness, that is, on the basis of temperament and mathematical system, it has formed the functions of knowledge and skill system transmission and aesthetic system experience in music teaching. Therefore, the effective development of music teaching can not be separated from the transmission of knowledge and skills system and the support of aesthetic system experience. Only on this basis can we better educate and guide children's balance and harmony. Teaching management has a direct impact on music teaching, that is, the guiding ideology of scientism permeates the concept of kindergarten music teaching, overemphasizes the explanation of music knowledge and skills, and ignores the cultivation of musical aesthetic feelings and experiences.

2. Professional music teachers' aesthetic guidance ability is not strong. Professional music teachers are not only the leaders of music teaching, but also the effective guarantee of teaching effect. However, at present, some professional music teachers in kindergartens pay too little attention to the cultivation and promotion of musical aesthetic feelings and experiences. The reason is that their aesthetic guidance ability is not strong, and they have no deep understanding of music teaching, so their children's learning enthusiasm is not high. Music teaching should have elements such as enjoyment and experience, rather than rote learning. In the final analysis, the specific assessment system introduced by the preschool education system leads to the neglect of the aesthetic guidance ability of music teachers.

3. Rely too much on multimedia. At present, network technology has developed rapidly and has been widely used in people's lives. Multimedia teaching has gradually become an important development trend of future teaching. Although multimedia teaching has achieved good teaching results, in the final analysis, it is only an auxiliary educational tool, which is difficult to meet the needs of music creation. However, most teachers do not deeply realize this point, and they often rely too much on multimedia, which undoubtedly affects the improvement of students' autonomous learning ability. All these phenomena show that the current kindergarten teaching deviates from the essence of music education, attaches too much importance to the explanation of music skills and knowledge, and ignores the guidance of humanistic spirit and the essence of music education.

Second, the meaning of life in kindergarten music teaching

First of all, respect the life feelings and experiences of children participating in music activities. Music is not only the primary activity of life, but also the main feeling and experience way of children's individual life emotion. However, emotional experience is a special and reasonable exercise process for all children, so personality should be highly valued by kindergarten music teachers as the main attribute of music teaching, which undoubtedly requires music teaching to create conditions for children's individual life expression, and pay attention to encouraging children to express their emotions in musical ways, such as improvisation and noise, so as to better adapt to the actual needs of children's individual life growth. Secondly, develop children's intersubjectivity. Music is actually a cultural creation activity, so children's music teaching needs to adapt to the actual needs of the healthy growth of children's social life, which undoubtedly requires music teaching to take children's intersubjectivity as the fundamental appeal, and to establish a multi-level communication platform between children's individuals and works and others, so as to promote children to constantly open their own life world, accept themselves and others, get close to society and nature, and realize the harmony of life inside and outside. Finally, cultivate children's life attitude of loving life and yearning for self-transcendence. Music and life are isomorphic and an indispensable part of children's lives. Kindergarten music teaching needs to meet the actual needs of the healthy growth of children's individual spiritual life, so cultivating children's attitude of pursuing self-transcendence is also the life implication of kindergarten music teaching. Kindergarten music teaching needs to break the rigid mode of skill practice, provide children with various channels to open their lives, and promote children to always maintain poetic morality and enthusiasm for life.

Three. conclusion

In a word, music is an indispensable part of people's daily life. It is closely related to life and needs people's heart to feel and understand, not a single educational tool. The effective integration of kindergarten music teaching and life teaching is conducive to helping children establish the correct direction of healthy growth, that is to say, the significance of living in kindergarten music teaching is very important, but some kindergarten teachers do not have a deep understanding and understanding of music learning, and do not fully grasp and explore the value of music in promoting children's healthy growth, thus affecting children's enthusiasm for learning music. Therefore, it is particularly important to improve and perfect the problems existing in kindergarten teaching, attach great importance to children's learning process and build a team of high-quality and high-skilled children's music teachers.

References:

[1] Cui. Life implication of kindergarten music education [J]. Research on preschool education.2015 (06).

[2] Ping Liu. On the Effective Generation Strategies of Kindergarten Music Teaching [J]. Science, Education and Literature Exchange (Mid-term Journal) .2009 (02).

Abstract of preschool teachers' papers 3:

With the development of kindergarten scale, the development of rural kindergartens has become a hot issue of social concern, and solving the problems existing in the development of rural kindergartens has become an important content of rural kindergartens at this stage. According to the present situation of rural preschool education in China, this paper puts forward some relevant strategies, hoping to help improve the teaching environment of kindergartens.

Key words:

Rural areas; Early childhood education; Countermeasures

First, the development of preschool education in rural areas in China

1 The teaching equipment is imperfect, the rural economy is relatively backward, and kindergartens often have problems such as imperfect teaching equipment, which cannot provide children with corresponding sports venues. Even in some kindergartens, all children are in the same classroom, and the teaching effect can be imagined. At the same time, in early childhood, teachers need to understand the teaching content by hands-on, and kindergartens do not have corresponding equipment, which leads to teachers' inability to effectively carry out teaching activities. In view of this situation, kindergartens should increase the capital investment in kindergarten equipment, constantly improve the relevant equipment of kindergartens, and provide a good learning environment for children.

2 Backward education methods Rural kindergartens do not strictly follow the standards when hiring teachers, which leads to poor personal professional quality of teachers in the teaching process, unable to effectively master advanced education and teaching methods, and unable to start teaching with good teaching methods. In view of this situation, kindergartens should actively improve teachers' personal quality, organize teachers to participate in training in their spare time, and improve teachers' comprehensive quality.

Second, the development countermeasures of rural preschool education in China

1. Increase investment in teaching equipment and improve teaching equipment in kindergartens. The common problem in rural kindergartens is that the teaching equipment is not perfect, and teachers can't rely on teaching equipment to carry out teaching, which will greatly reduce teachers' teaching level and hinder children's active participation. Solving the problem of teaching equipment in kindergartens requires the joint efforts of the government and kindergartens.

First of all, the government should increase investment in kindergartens and improve the subsidy mechanism for rural kindergartens, which will effectively avoid the problem that kindergartens cannot buy corresponding teaching equipment due to insufficient funds, thus ensuring the smooth implementation of kindergarten teaching.

Secondly, rural kindergartens should apply for government subsidies for kindergarten construction. At the same time, after applying for subsidies, the system of earmarking funds should be determined, and the money should be used for kindergarten infrastructure construction to avoid the problem that kindergartens misappropriate government funds to subsidize the infrastructure, which is still very backward. The cooperation between kindergarten and government can effectively improve the level of kindergarten infrastructure construction and create a good learning atmosphere for children.

2. Improve the training mechanism and improve the level of teachers' education and teaching. Kindergartens should actively improve the teacher training mechanism, gradually improve teachers' education and teaching level, and make teachers' education and teaching methods better adapt to the development characteristics of young children. Kindergarten to improve the relevant training mechanism can be reflected in the following aspects.

First, kindergarten teachers should be systematically trained before entering the job, so that teachers can not only grasp the development characteristics of young children, but also understand the development of kindergartens. The most important thing is to provide pre-service training for teachers, so that teachers can master certain teaching methods and use them effectively in teaching.

Second, kindergartens should often organize teachers to participate in regular training. For example, every Thursday can be designated as a regular training day for teachers, and all teachers can be called to learn advanced education and teaching methods. At the same time, teachers can exchange their teaching experience. This training method can effectively improve teachers' teaching ability, and also enable teachers to find their own mistakes in the process of communication and correct their own shortcomings in time in the process of work, thus improving teachers' education and teaching level.

Thirdly, kindergartens advocate the teaching concept of appreciation education in the whole park, so that teachers can make full use of appreciation education in the process of education and teaching. Organize teachers to attend expert lectures, so that teachers can understand the true connotation of appreciation education and fully apply appreciation education to education and teaching. By organizing teachers to participate in induction training, regular training and appreciation education training, kindergartens improve the training mechanism and improve teachers' education and teaching level.

3. Change teachers' teaching methods to promote children's healthy development. The common problem in kindergarten teachers' teaching is that they don't teach according to children's development characteristics, but only teach relevant content from the perspective of exam-oriented education, which leads to the gradual evolution of kindergartens into "primary schools" before children go to primary schools. This situation is not conducive to the development of children's intelligence and potential. In view of this situation, kindergartens should actively change the teaching mode of teachers, so that children can understand knowledge in games and improve their own abilities, which is more in line with the development characteristics of children. At the same time, this teaching method also meets the emotional needs of children. The way kindergarten teachers implement game teaching in the teaching process has changed the traditional teaching mode and promoted the healthy development of children.

Third, the conclusion

Kindergartens can improve early childhood education by increasing investment in teaching equipment, perfecting teaching equipment, perfecting training mechanism, improving teachers' teaching level, changing kindergarten teachers' teaching methods and promoting the healthy development of children, so as to create a good development environment for children.

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