From which topic can the thesis on kindergarten teaching be launched? The following are the related papers I collected for your reference only!
Small class kindergarten teacher test paper 1. Clarify the purpose of kindergarten teaching and research activities.
In the usual education and teaching, I pay attention to the accumulation of some materials, such as: excellent teaching activities CD; Teaching plan of award-winning educational activities; Precautions for going out to class; Teachers' open class records in the park. In the lectures for young teachers organized by the park, I strive to develop high-quality teaching cases suitable for the park's characteristics and resource advantages, and upgrade them into educational strategies that conform to the spirit of the outline, constantly realize the docking of specific educational activities and behaviors with the outline, and truly realize the organic combination of theory and practice. Although there are many shortcomings, my ability to design educational activities and control educational practice has been greatly improved.
Second, be prepared before participation.
Young teachers should realize their professional growth through teaching and research activities in kindergartens, open classes and city-wide competition classes, so they must take it seriously and actively participate. Be fully prepared before taking part in the activity.
1. First of all, we should make clear the problems to be studied. Kindergarten teaching and research activities generally have activity plans. Before you take part in teaching and research activities, you must know something about the problems you want to study: what kind of problems are these, have you encountered them in educational practice, can you analyze them, which one can be explained, and those doubts. Realize all this. Before the activity, I first make clear my education direction: music field. I carefully analyzed how to design this activity in a planned, purposeful and innovative way, and determined the activity flow: (1) Listen to and play the guzheng; (2) Listening to music and feeling the artistic conception; (3) Appreciate and understand music in sections; (4) Listening to music and telling stories; (5) Understand that music represents music.
2. Seek theoretical support. No matter the problems to be studied or the problems encountered in the design and implementation of educational activities, we must first learn to seek theoretical support. After learning relevant theories, we should try to analyze problems, design activities in practice, and sum up successful experiences in time; If the teaching practice is unsuccessful, we should also find out the problem, find out which link is wrong, and record the problem in time, and then go to theory and practice. After the design of the activity link was completed, I conducted the first trial teaching. During the trial teaching, I found that children are very interested in the sound and melody of guzheng. However, due to the lack of contact at ordinary times, children can't clearly analyze the artistic conception of guzheng music in the stage of stage appreciation. In the performance of music, the children's movements are also relatively monotonous. So I study, analyze and practice repeatedly, so that children can get in touch with different musical instruments at ordinary times and let them calm down and enjoy them. As a teacher, I catch all the valuable behaviors that happen to children in time, write more observation records and think more. In a series of adjustments, my research ability, learning ability and practical ability have been greatly exercised and improved.
3. Organize the records. For the problems that can't be solved by repeated practice, I carefully sort out the records and wait for the experienced teachers in the park to discuss and learn. When recording, carefully consider your own words and clearly state what the problem is and where the doubts are, so as to facilitate discussion. At the same time, I also exercised my word processing ability.
Third, actively participate in teaching and research activities.
Teaching and research activities in kindergartens use collective wisdom to solve personal puzzles. Teachers encourage and promote each other. Everyone's speech seems to be helping others, but it is actually an improvement of their own educational ideas and behaviors. In teaching and research activities, the collision of different ideas and viewpoints often produces new sparks of thought and sometimes amazing inspiration. This is very helpful for teachers to broaden their thinking and change their ideas. As a young teacher, we must seize this opportunity and actively and effectively participate in it.
1. Seriously participate in the activities of the teaching and research group. Teaching and research group is to help teachers solve problems in the process of education and teaching. To solve these problems, every teacher needs to participate actively. In the activities, through peer cooperation, mutual learning, mutual support, * * * summary, and common improvement. Therefore, effective teaching and research group activities can not be separated from the active participation of teachers.
2. Actively participate in teaching and research activities. During the activity, everyone's conversation has not solved their doubts, so they should raise their own questions in time and actively participate in the discussion. In fact, in the usual work practice, we often see teachers get one golden idea after another and get one inspiration after another through observation, analysis, discussion and even chat. Kindergarten teaching and research activities provide teachers with such an opportunity to guide teachers to discuss the problems encountered in educational practice with their peers purposefully and in a planned way. In the seminar of teaching and research activities, put forward your own questions, take the initiative to talk to teachers, ask for advice from everyone, and discuss and analyze face to face among colleagues. As soon as you say something, the problem becomes clearer and clearer. You can also talk about your own ideas. If you can get everyone's affirmation, it is also a great encouragement to yourself. More importantly, it will make your precious hidden thoughts externalized and clear. In this way, all members involved in the research help each other, complement each other's advantages and form a joint force. Through sincere dialogue and collective interaction, let everyone look at the problem from multiple angles and levels. Moreover, individual wisdom is narrow relative to collective wisdom. Therefore, no matter how diligent a kindergarten teacher is, if he lacks communication with colleagues and expert guidance, he can't achieve the greatest effective development.
3. Actively participate in educational practice activities. As a teaching and research activity in kindergarten, the design and practice of educational activities is still a very important link. In the "blossoming flowers" activity, everyone helped me to discuss a new idea: leading children to appreciate and feel guzheng music. In the appreciation session, I arranged the scene of the garden and let the children "be there" in their own way to feel the artistic conception of music. When listening to music in sections, I designed a way to show the atlas while listening to music, so that children can understand music more vividly. When performing music, I let my children express themselves boldly and give them appropriate encouragement. I think that this kind of educational activity design is the result of everyone's research, and teachers should put it into practice. Get rid of the influence of the old education model, and combine the new achievements of everyone's research with children's interests and practical experience to promote children's development. Moreover, we should pay special attention to the children's reaction in the process of activities, and see where this design is conducive to promoting children's development and where it needs adjustment and improvement. After grinding lessons again and again, I reflect and sum up my experience from my own practice. Only in this way can I find the most suitable educational plan for children's development needs, and only in this way can my educational and teaching design ability and practical ability be continuously improved.
Fourth, thinking after the activity.
Guzheng's appreciation of blossoming flowers gave me a deeper understanding of the design of teaching activities and the grasp of activities. As young teachers, it is even more necessary to re-examine their own educational practice, carry out constant experiments and reflections in educational practice, and strive to rationalize and optimize educational practice. Only in this way can teachers develop themselves and improve themselves according to the development of preschool education and the requirements of society for preschool teachers. In order to benefit children, improve the quality of education and let them get practical and effective development. In addition, in the process of participation, teachers' oral expression ability, organization ability, summing-up ability, ability to design educational activities and ability to use modern educational technology have been exercised and improved. In such teaching and research activities, with the guidance of experts or backbone teachers and the participation of all teachers, it is easier to achieve the research purpose and make teachers feel happy in the research process. As a young teacher, we should study tirelessly and practice hard in the long-term education and teaching practice, so as to improve and grow rapidly.
The society of 2 1 century is a society of competition and cooperation. Therefore, communication is not only the need of people, but also the requirement of the present society. Learning to get along with others may be one of the main problems in education today. Therefore, cultivating children to learn to communicate is the prerequisite for children to integrate into society, which requires children to have basic social communication skills. The new "Outline" puts forward that children should be "willing to associate with others, learn to help each other, cooperate and share, and have compassion" and "learn the initial interpersonal skills".
Children in small classes have changed from a family atmosphere to a new group, and they have more contacts with people. Their range of activities has expanded, and their social communication activities have become more extensive and in-depth, so it seems that they still lack their initial social communication ability. I want to make friends, but I don't know where to start, which leads to some children's inadaptability to the new environment or communication obstacles.
Phenomenon (1): Playing an important role in the game is often self-centered;
(2): I can't communicate, and I often take other people's things without others' permission, so that there is competition;
(3): I want to play with others, but I can't express it in the right way. I have the phenomenon of hitting and robbing others, which causes others' resentment and lacks companions;
(d) Others seem a little withdrawn and unsociable, often sitting silently without playing with their children or rarely communicating with their peers in various forms.
Therefore, it is of great significance to cultivate small class children to master the initial social communication ability for their growth and future integration into society.
First, grasp the needs of young children for communication.
Children's need for communication often goes through the following process: need to be close to peers → need to work together and cooperate with each other → need to master preliminary communication skills. This is a gradual process. As a teacher, we should take some measures to stabilize our mood, so that every child can adapt to kindergarten life well and gradually like kindergarten life. Then design a series of teaching or game activities, one-day activities, so that children can meet the needs of communication in the activities. For example, in order to make children familiar with the kindergarten environment and know their peers as soon as possible, a series of activities can be designed. Such as: morning activities, playing with toys, teaching and games. "What is this?" "Do you know me", "I like you", "Who are you hiding from", "Calling" and so on. Eliminate children's initial fears and tensions, let them know each other in the game, know the names of their peers, and let individuals contact each other, thus taking the first step to communicate with others. Most freshmen are transferred directly from home to kindergarten. In addition, each family has different views on children and family education, and each child's performance in kindergarten is also very different: the speed of adapting to kindergarten life; Some are extroverted, some are introverted, some are gregarious, some are unsociable and so on. For example, a child bites someone while playing with a toy. They are usually very good friends. After asking, it turned out that the child wanted to give his toy to his good friend, but he didn't know how to express it and his good friend didn't want to play, so something happened. His motivation was good, but he didn't master the skills and strategies in communication, so he had a dispute. Therefore, teachers should capture children's performance in time, analyze the reasons, avoid misdiagnosis, and understand the real problems in children's communication, so as to cultivate children's communication ability more purposefully.
Second, cultivate children's communicative competence through teaching activities and game activities.
Teaching and game activities are very effective ways to cultivate children's communicative competence. Through regional games, cooperative outdoor sports games and some life games, let children understand why and how to communicate, and let children use the communication skills they have learned to consolidate in practice. It also improved communication skills faster. In a series of activities, through personal dialogue, situational performance, participation in games, etc. It can make children understand and master the communication skills with others more visually, increase the opportunities and time for communication between children, and cultivate children's active communication awareness and communication ability through various ways and methods. Children will encounter all kinds of problems and scenes when playing games, so it provides conditions for children's social development, especially the development of social communication ability. Among many games, regional game is an effective means.
For example, children are free to play roles in the "doll house" so that they can play and talk together. At the same time, because the activity materials are relatively sufficient, the competition phenomenon is reduced, and children can experience the joy of communication and cooperation with their peers. With the growth of children's knowledge and experience and the improvement of communication ability, children learn cross-group games, which greatly enhances the communication between children and their peers and develops their language skills. In addition, some sports games can also promote mutual assistance and cooperation between peers, learn to follow simple rules, and let children feel the fun brought by communication. Children's communicative competence is not innate, but gradually developed through continuous learning. This requires us to carefully organize teaching activities, teach them some necessary communicative languages, and gradually cultivate children's initial communicative competence through teaching. For example, there are activities to cultivate children's ability to cooperate and share in communication; There are activities to educate children to get along well with their peers and communicate with each other. In the activities, we increase the opportunities for children to communicate with each other and cultivate their cooperation ability by letting them accompany or discuss in groups freely. Let children master communication skills through conversation activities, and at the same time use situational performances to make children's understanding more intuitive and clear, and let children perform their own performances to deepen their understanding. Therefore, the use of teaching activities to organically infiltrate the cultivation of communication skills and communication strategies can well promote the development of children's communicative competence.
Third, attach importance to the role of teachers.
Children's learning process is highly imitative, and teachers are the "authority" in children's hearts. In the activities of cultivating communicative competence, teachers' words and deeds are the objects of children's imitation, and teachers should take the lead in setting an example in this special position. For example, in the first stage of school, the teacher kissed and hugged the children to say "I like you" through the activity of "I like you", which not only narrowed the distance between the children and the teacher, but also showed the communication between the children, and the children's companions also narrowed the distance by kissing and hugging each other. For example, in "making a phone call", the teacher showed the children how to make a phone call, gave hints on how to ask and answer questions politely and how to use polite language in communication, and also made the children more interested in activities under the guidance of the teacher. In the process of talking on the phone, children have the opportunity to communicate with each other, and their communication language has been developed.
In daily life, teachers should set an example and ask children to do what they should do first. Sometimes children will do something for you, even if it's just to help you pick up the book and throw the garbage in your hand into the trash can. You casually said "thank you" and accidentally bumped into a child and said "sorry". Although these things are small, children will see them. When they encounter the same thing, they will do it like you. Teachers' words and deeds can help children quickly understand and learn many basic communication strategies.
The cultivation of children's social communication ability is to let children learn in the process of experience and perception. In this process, teachers should play the role of bystanders and guides. Teachers should boldly let children deal with contradictions and disputes in communication. Sometimes teachers can guide children to treat events as friends correctly and prompt them with their own words and deeds in time, thus prompting children to learn to communicate better and master communication skills.
Fourth, provide convenient places and expand the scope of communication.
We increase children's communication opportunities through festivals and monthly grade group activities. Because festival activities are beneficial activities to create happy communication opportunities for children and improve their communication and cooperation ability. For example, in the parent-child activity on March 8, children and parents, children and children launched a series of activities, which increased the emotional exchange between parents and children and the cooperation and exchange between peers in the game; The "June 1st" fun activities for the young and the old have increased the emotion and communication between children and grandparents. Another example is to carry out parallel class activities every month to provide exchanges and cooperation for children of the same age. Activities such as "Celebrating June 1st", "Peeling Eggs" and "Buffet" can make children experience the joy of friendship and mutual assistance and develop their communication and cooperation skills.
In order to expand the scope of common activities, we organize children to carry out the activity of "taking the big ones with the small ones" to promote children's communication with peers of different ages. We organize a "happy string string string" mixed-age activity once a month: let the children of primary and secondary schools go to the park to see the spring and autumn scenery and pick up garbage; Go to the nursing home to express condolences to grandparents; Watch my brothers and sisters draw, sing and dance, and play games with them; Bring your own fruit, and cooperate with middle-class brothers and sisters to "fruit platter" and taste and share together; So as to gain group consciousness and cooperative spirit. In a big family with brothers and sisters, brothers and sisters, children are completely in an equal and harmonious atmosphere and learn to communicate, cooperate and share.
Five, family cooperation, play an important role in parents' resources.
Su Holinsky said: "School education without family education, family education without school education, is unable to complete the extremely detailed and complicated task of educating people.". The study of social behavior and the cultivation of communicative competence are a long-term and continuous process. Only when parents and teachers have the same requirements and cultivate together can we achieve better results. In order to coordinate family and kindergarten education, we do a good job in parents' work by holding parent-teacher conferences, giving lectures to parents' schools, writing children's growth books every month, parents visiting the park, opening half-day activities to parents, parents' opinion polls, parent-child activities and so on. We often remind parents to let their children communicate with their peers in their usual conversations, from which they can learn to be polite and humble and encourage parents to take their children to social activities. For example, keep good relations with neighbors and visit friends' homes. Family members should have the spirit of mutual communication and cooperation, celebrate their own or friends' birthdays and share beautiful things. Publicize the importance of setting an example in front of children to parents through various forms, and give full play to the interaction between children, children and parents, neighbors and other aspects in relaxed and happy activities.
The cultivation of children's communicative competence should not be rushed, but should follow the principle of step by step. According to children's age characteristics and development level, from shallow to deep, step by step, from cognition to language, let children change from "peer acquaintance" to "peer communication", which is helpful to gradually improve children's communication awareness and communication ability. This requires teachers to be caring people in the long-term educational practice, always create various communication environments for children, encourage children to communicate actively and independently in time, and carefully observe and guide them. I think children's communication skills will develop to a certain extent under a good environment and with our unremitting efforts.
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