Reflections on classroom teaching of kindergarten teachers 1

In the "growing up" activity, when the activity is to imitate children's songs, there is a problem that makes me feel more difficult. When children imitate children's songs, they always turn around but turn around, always talking about themselves, thinking is limited, and things that can't be related to themselves will become shorter and shorter. I thought about it, maybe my guidance was wrong, because at first I only explained and guided orally, which seemed to overestimate the potential of children's abstract thinking. Then I guided it with food and actions, and some children reacted.

From there, we can clearly understand that inspiring children's thinking must be carried out with the help of concrete things, and using intuitive teaching AIDS to help children accumulate rich appearances. At the same time, it is necessary to mobilize children's various senses to participate in activities. Let children know and describe things through vision and touch.

Reflections on kindergarten teachers' classroom teaching II

In the activity of "singing and smiling", I created a situation in music for children to exchange smiles, and most children found their good friends to exchange smiles. A child said, "I'll give you a smile to make you happy!" " "Another sociable child found the teacher and said with a smile," Teacher, I like you. I wish you happiness! "A little girl walked up to a teacher and said with a smile," Teacher, you taught me to sing and won the third prize, so I want to give you a smile. " ……

From this activity, we can find that emotional communication is conducive to further enriching children's life experience, and music can give people happiness and a good enjoyment. Let the children exchange smiles in the beautiful and rhythmic music of singing and smiling, which embodies the blending of "love and joy", makes the activities in a simple, pleasant, warm and harmonious atmosphere, gives people a feeling of wanting more, and makes the children feel the perfection and power of a smile from the heart.

Reflections on classroom teaching of kindergarten teachers 3

The activity goal of this lesson is to tell stories on the basis of making children understand the story materials. It is very important for us to understand adults. In the activity, I first introduce an angry child to the children-Gui, why is he unhappy? This has aroused the children's attention, made them more interested, listened to the story with the teacher, fully mobilized the children's intentions in the guidance part, and made them pay attention to it.

After listening to the story, guide the children to say, why does aki expect that there are no adults in this world? Where did his wish come true? In the dream, what difficulties did Aki encounter in a world without adults? In this part, children can fully understand the story by asking questions. Being able to express stories boldly and communicate freely has exercised children's understanding potential, expression potential and communication potential. In the consolidation exercise, let the children further express the difficulties that Agui encountered in order. The purpose of this treatment is to let children better understand the story, train children to express things in an orderly way, and let children further understand the importance of adults to themselves.

In the process of teaching, children's expressive potential can't be better and more comprehensively trained. If this part is further deepened and expanded in this activity, the potential of children will be better cultivated.

Reflections on classroom teaching of kindergarten teachers 4

At the end of the language activity, I designed a language game "Solitaire", in which children were asked to try to answer the results. "Because it's too hot" (so I have to take a shower, so I sweat, so I have to turn on the air conditioner ...) "Because I like to eat vegetables" (so I have a good figure, so I grow taller, so ...)

The design of the ending part closely links story teaching with children's real life, which helps children to better master the sentence type "because ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… "Because ... so ..." is a causal phrase. Applying this phrase to language games is more suitable for children's age characteristics and can effectively mobilize children's emotions. It is correct to use the phrase "because ... so ..." for children. Let children take the initiative to learn, dare to try to think and give different answers, which better reflects the children's spirit of trying and successfully completes the teaching task.

Reflections on kindergarten teachers' classroom teaching 5 pages

"City mouse and country mouse" is a very interesting language activity, which leads children to understand the lifestyle and living environment of another environment through a vivid fairy tale: a series of interesting things caused by city mouse visiting the country and country mouse visiting the city.

In order to carry out this activity effectively, before class, I not only collected many pictures and photos about cities and rural areas, but also asked my children to collect as many pictures and photos about cities and rural areas as possible and take them to kindergarten. At the same time, I also let my children consciously observe and understand the differences between urban and rural areas with their parents on weekends and accumulate some experience. At the beginning of the activity, let the children enjoy these pictures together on the projector and listen to their introduction. Then the teacher asked, "What do you see?" How does it make you feel? "On this basis, everyone has a deep impression on the city and the countryside.

During the activity, my children and I revolved around "If you were a little mouse, would you like to live in the city?" Or do you prefer to live in the country? Discuss in the form of debate and encourage children to express their views boldly. I was deeply impressed by the wonderful answer of the child. I like these children deeply.

In fact, both cities and villages have their own most beautiful places. Both the city mouse and the country mouse are proud of their hometown. The children have all said why they like this city and this country, and think that what suits us is the best. At present, our cities and rural areas have experienced great development and changes. Living conditions in rural areas are improving day by day. Personality is where we live, so we must cherish the happy life at this moment. The children's brave debate during the activity was the highlight of the whole activity.

Reflections on kindergarten teachers' classroom teaching 6 pages

The Clever Tortoise is a story with strong moral and vivid language of the protagonist. In the story, different protagonists are used to describe a thing, vivid language is used to set off the implication, and children are educated to use their brains and find ways when things happen. In the activity, let the children imitate the dialogue according to the characteristics of the protagonist.

In this activity, the teacher didn't tell the whole story in an easy-to-understand way during the story telling, so the children didn't fully understand the story materials during the listening process, and their learning intention was not very strong. If we exaggerate the story, infect the children with the plot of the story, and let the children concentrate on improving their learning intention, the effect may be better. In the second retelling story, the teacher only retelled the picture, but did not guide the children to see it by themselves. If the teacher acts as a guide, guide the children to watch and speak, and let the children fully "speak, think, watch and do". The effect of this activity should be better.

Reflections on kindergarten teachers' classroom teaching 7 pages

The new year is coming with children's laughter, and this semester is coming to an end. In order to test whether children can be improved through games and activities, we specially formulated this evaluation standard for evaluation at the end of the semester. The assessment is guided by educational objectives and materials in five areas. By testing the development of children's various potentials, I analyzed the evaluation situation:

Health field:

Middle-class children have the necessary self-protection potential and self-care potential in their lives, and know what to do when strangers come to their homes. They can walk, jump and run in a self-coordinated way, and they also clearly understand that some children meet in life but skip rope in outdoor activities, so their skipping skills are a little weak, and they will focus on practicing this in future outdoor activities.

Scientific field:

The children in this class are interested in the changes of the four seasons. Their personality is that it snowed a lot this winter. The children are very happy and have a strong interest in snow. They usually ask their teachers some questions about snow and try to understand the relationship between snow and people and other animals and plants. Children are also interested in exploring natural objects and man-made things, but they often don't want to see the corners of nature after observing them halfway. At the same time, some children are unwilling to record their own self-discovery, and children lack observation records. Children do well in calculation. Most children can skillfully distinguish numbers within 7 and use numbers to represent the number of objects. Common geometric figures can be recognized, but a few children can't reach them.

Music field:

Children sing loudly, but they can also sing with emotion. Their sense of rhythm is not bad, but some children don't have a good grasp of the prelude and interlude of music, and their relevant knowledge is relatively poor. They need more training in rhythm music and music appreciation in the future. The performance of dance movements is good, and most of them will make different movements and reactions when they hear different songs, so we should pay attention to strengthening this training.

Language field:

At the request of the teacher, children can recite a poem they have learned at will and do actions while reading. Middle-class children are a little at a loss about poetry. They prefer interesting and vivid stories. For telling stories by looking at pictures, their personality is to tell a story by looking at two pictures, but children can't connect well. I can't tell it vividly, but I can tell it according to the pictures or describe the plot information in simple language, which is almost the same.

Art field:

Most children can draw details of simple objects and choose brighter colors. Have a good appreciation of works of art. Most children can simply cut paper, but only a few children can keep up with the teacher and fold a thing step by step when doing manual work. In clay sculpture activities, children with good hands-on potential and imagination potential use clay sculpture to shape small animals very vividly, but some children only know simple object images. Children's divergent thinking, self-imagination and creativity need to be improved.

Social sphere:

The children in this class are interested in the changes of the four seasons. Their personality is that it snowed a lot this winter. The children are very happy and have a strong interest in snow. They usually ask their teachers some questions about snow and try to understand the relationship between snow and people and other animals and plants. Children are also interested in exploring natural objects and man-made things, but they often don't want to see the corners of nature after observing them halfway. At the same time, some children are unwilling to record their own self-discovery, and children lack observation records.

Reflections on kindergarten teachers' classroom teaching 8 pages

The development of kindergarten mathematics teaching is a beneficial extension and supplement of kindergarten teaching activities. In the form of group activities, aiming at the necessary mathematics education goals, children are provided with various activities opportunities such as brain thinking and hands-on operation, so that children can play their own intentions, initiative and creativity in the activity area. So that they can develop on the basis of the original level. Then, how should the kindergarten mathematics activity area be developed? According to my work practice in recent years, I want to talk about my personal views and experiences:

Teachers should be clear about the goals of mathematics activities this semester, and what kind of goals should be considered and designed to achieve a certain goal. Create a good environment consistent with the mathematical goals through the data operation education intention in the mathematical activity area. For example, the goal of this week's small class math activity is to "classify objects by color and find objects with the same color from objects with multiple colors". Then, small class teachers should bring materials around this goal when setting up the calculation activity area in the week.

It is important to put homework materials in the math activity area. Operating materials are the media of education, the tools to help children systematically construct mathematical knowledge and induce them to actively explore and learn, and the material pillars applied to operating actions to gradually transform external material actions into internal conceptual actions. Bringing materials is not only the preparation before activities, but also an important means to guide children to learn mathematics knowledge and develop their thinking potential in the whole education process. Therefore, the cognitive characteristics of children of all ages should be fully considered when bringing homework materials. For example, small class children are easy to imitate in the cognitive process, with poor learning purpose and weak task consciousness. They are interested in moving tools and using them. However, in large classes, their learning objectives have been enhanced, they can work hard to complete their learning tasks and attach importance to learning results and evaluation. The cognitive characteristics of small classes and large classes are different, and the effects of the same materials are completely different. A teacher in a large class used the seal and the composition of physical exercise once, and the effect was very good. Therefore, it is necessary to integrate learning tasks into materials, such as adding some materials such as homework sheets. Children will be interested in operating according to the requirements of the homework list and cooperating with the real thing. In the activities, they can not only get the practice of relevant knowledge, but also cultivate their sense of task, thus obtaining the satisfaction of success and enhancing their self-confidence. Therefore, we should pay attention to the cognitive characteristics of children at all stages when putting in materials.

Taking the "row by row" activity in middle school mathematics as an example, it shows that the "row by row" activity is carried out on the basis of children's understanding and familiarity. According to the Guiding Outline of Kindergarten Education, I have set the following three teaching objectives:

1。 Let children learn how to compare multiple objects. In the first activity, use multimedia courseware to show five pictures of watermelons with different sizes. First, let the children know that these watermelons come in different sizes. Let the children find a way. What should they do if they want to arrange watermelons in a row from small to large? On the basis of children's thinking, teach children to learn to sort multiple objects.

2。 You can compare and sort objects as needed. For example, I prepared a picture of a big tree for my baby. The purpose is to arouse children's interest, cultivate their practical potential and observation, and it is also a sublimation to compare children's learning of multiple objects.

3。 At present, the goal of cultivating children's visual potential and logical thinking potential is mainly reflected in the third activity. Children compare the thickness of boxes visually, which is also one of my teaching methods.

In the activity, I also used the game method and the search method. Through game activities, I can promote children's correct understanding of the spatial form of objects. For example, give children pictures of trees with different thicknesses, guide them to arrange them from coarse to fine, and guide them to take out the thickest tree at a time until it is completed. Then put away the trees one by one in the order from fine to thick, and put them back in their original places, which invisibly cultivated the good habit of children sorting out toys. In a word, this class has achieved my preset teaching goal.

The above methods also have some shortcomings in teaching activities. For this lesson, although the overall teaching objectives have been achieved, I think there are still some necessary deficiencies:

1。 During the whole activity, the children walked around the ideas designed by the teacher, and there was no room for free exploration. I think this is a misunderstanding of my design activities.

2。 In the activity, children's interest is not high, the game activities can't arouse children's interest, the classroom atmosphere is inactive, and they feel that it doesn't meet the age characteristics of children, so the teaching methods need to be improved.

Mathematics teaching in kindergarten middle class depends on the necessary educational objectives and materials, and on the cognitive characteristics of children of all ages; According to the actual level of each child; Create a good learning environment for them, with materials conducive to children's active activities, let them learn shallow mathematics knowledge in operation, cultivate their interest in learning and develop their intelligence. In addition, we should develop good study habits, such as loving hands-on operation, loving thinking and being curious to prepare for entering primary school.

Kindergarten mathematics education is an indispensable part of preschool curriculum. The new curriculum view and knowledge view also tell us: "Children are not passively understanding knowledge, but constructing and discovering knowledge, not bystanders of knowledge, but active constructors and creators of knowledge interests. Moreover, the protagonist of the child is not given by the teacher kindly, but is naturally owned by them as learners. " In the field of children's mathematics education, let children really "learn to apply mathematical viewpoints and methods to solve vivid practical problems around them, rather than regard them as knowledge reserves or dogmas." We need to reflect deeply from concept to behavior. There is still a long way to go to make kindergarten mathematics education really effective or even efficient. Let's work together to achieve:

Give children a space to move forward forever; Give children a condition to have a blue sky of their own.

Reflections on classroom teaching of kindergarten teachers 9 pages

Because most of our children live in the countryside, there are activities such as making a fire and socializing. Children have seen dragon dancing in their daily lives, so it is necessary for them to know about it. This material comes from children's lives, so children are very enterprising in their activities.

Middle-class children love health activities and are enterprising every time they participate in health activities. Warm-up exercises fully mobilized the children's initiative and paved the way for the follow-up activities, making the whole activity more complete and coherent. Let children perceive the game in a complete game situation.

In the whole activity, children can play according to the rules, but when holding colored ropes to "dance dragons", children's actions are single and their creativity is not enough, which requires teachers to guide children in many ways and dimensions and stimulate their creativity.

In the first part of the activity, my preset message is to let children read and tell stories. In the process of implementation, I left little time for my children, leaving many children with no chance to tell them.

From the analysis of the situation, we can see that there is a gap between children's learning level and children's learning level. Teachers should study the gap between children in the process of guidance and make corresponding strategic adjustments, that is, through formal adjustment, let each child have the opportunity to tell, let the children who understand the pictures first tell themselves, and then let the children who understand the pictures group or tell each other at the same speed. With such a coordinated process, children's learning efficiency can be improved.

Reflections on classroom teaching of kindergarten teachers 10

The selection of learning materials in language activities is the first key-rabbits with drooping ears are also selected from Children's Pictorial, which comes from children. I used the computer to enlarge the plot, and adapted some plots according to the needs of the target. The colors were bright and the action expressions were obvious, which directly stimulated the children's senses. As soon as such a book came out, the children immediately became interested and created a good reading atmosphere. Rabbits with drooping ears are close to children's lives, and every child has self-esteem. Moreover, children in large classes will feel that they can't control themselves when they are laughed at or angry, and they will find the same feeling in stories. I think this passage is conducive to clearly expressing children's thoughts and feelings and stimulating children's expressive force.

With the right material, I think the skill of asking questions is the second key to expand children's imagination, guide children to observe and fully express themselves. I caught the focus of each picture and asked questions. Every painting teaches children how to observe. "There are many rabbits in the world, fat and thin-but they all have a pair of vertical ears. What's the difference between this little rabbit? " The children soon focused their attention on the rabbit and found that the rabbit's ears were different. I think open-ended questions will make children observe, think and express more carefully, so I won't tell them every picture directly and let them guess the next plot for themselves. "What do you think my friends will say when they see this rabbit with only personality?" "How does it treat rabbits? How did you see that? " "What is the rabbit's mood? What do you think? " Little rabbit is very sad and wants to prick up its ears. What can he do? Come and think about it. Finally, the teacher guides the children to simply sort out or consolidate their answers in order to achieve the purpose of sharing. I also found that children have developed from the potential of only continuing the end to the climax of hype and even the beginning of continuation. The rabbit with drooping ears immersed the children in the joy of the sequel. The children came up with more than a dozen ways to help the rabbit prick up its ears and how to save the rabbit. In this creation, I didn't draw the whole picture that children imagined, because in previous creations, this method was intuitive but took too long, which distracted children with poor attention, so I used a simple map to show it.

Children can understand what it is at a glance, such as: using ropes to help, using curves to show, letting elephants draw their long noses, and using tigers' tails to draw thick tails. For children, I think this is an affirmation, which not only affirms the children's ideas but also enriches their understanding of the sequel imagination. He also recorded the language expression and imagination level of different children in our class, which brought the basis for the ending of the painting and making a complete book.

At the end of the story, the children guessed that the rabbit must be ill. This is what the doctor said. The teacher needs to point out that "the rabbit is not sick, and there are no two ears in the world." This kind of indirect reasoning makes children's psychology easier to understand, so the following discussion combines the feelings in real life. "What would you do if the children were wrong? What should I do if I am laughed at and angry? What should I do if I encounter such difficulties as rabbits? " The problem of integrating into the social field there not only develops the potential of language expression, but also solves the emotional and psychological problems of children.

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