Reflections on the teaching of kindergarten teachers in the middle class: model essay 1

"Make a delicious hamburger" is a math activity in the middle class. This activity is mainly to guide children to learn to distinguish the thickness of objects and express them with correct words. It is necessary to know that comparing the thickness of objects is relative. Let children find problems by comparing objects and understand some logical knowledge. According to the characteristics of children's age development in the middle class, I have a preliminary understanding of some simple logical knowledge, such as height and size, so I think it is necessary to choose this activity to let children know that the comparison of object thickness is relative.

Middle-class children lack knowledge of object measurement. When comparing the thickness, we should guide them to perceive that the objects to be compared should be placed on the same plane, and understand that the thickness is relative through visual inspection, touch and operation comparison, which is the focus and difficulty of this activity.

In the first part of the activity, I created a scene of opening a hamburger shop and asked the children to help me choose the burger king. (that is, choose the thickest hamburger) I show the pictures of hamburgers with different thicknesses one by one, let the children compare them, and then arrange the hamburgers from thick to thin. I thought it was a simple link, but I didn't expect something to happen. Because we have to count the number of hamburgers and arrange them by numbers, the children are a little slow at once and the time is a little delayed, which affects the classroom process to some extent.

The second link is to let the children make their own hamburgers, that is, to let the children fold their own hamburgers with bottle caps. The purpose is to compare the thickness of the same object on the same plane. Because the bottle cap is relatively small, it is not easy to fold, and it can't be folded for several layers, so it is easy to fall off. Therefore, if you take this course again in the future, you have to change it to something else, such as using large pieces of the same thickness or using the same paper box.

The third link is the children's hands-on operation to distinguish the thickness. Here, I choose to let children combine books for their children, directly compare the contents, and use the numbers "1, 2, 3, 4, 5, 6" to indicate the thickness of the object. "1" means thickest, "6" means thinnest or thinnest, and so on. It is a check of children's knowledge, and most children can mark it correctly under the guidance.

At first, I didn't expect that there was a problem with the first link of this activity. After class, I was thinking, if we start from the positive arrangement of the first link and then slowly transition to the reverse arrangement, the effect may be better, so that we can provide some experience for children to prepare, and the classroom links will be more compact and smooth!

Reflections on kindergarten teachers' teaching in class two of junior high school.

In the thirteenth week of this semester, our kindergarten held an activity led by the teaching and research team leader, and all seven of our teachers conducted teaching activities in their respective fields. I held an art activity "Umbrella Blossom" in the middle class. The current teaching concept advocates that children's learning content should come from life, often based on life and based on life teaching. My teaching activities are based on my life. Whenever it rains, I see children are interested in umbrellas. Sometimes they get together to discuss the colors and patterns of umbrellas and argue that they have a beautiful umbrella. Seeing their cheerful appearance, I couldn't help but have the idea of drawing an umbrella. Therefore, consciously guide children to observe all kinds of umbrellas in life, understand the appearance, types and patterns of umbrellas, explore the characteristics of umbrellas, feel the importance of umbrellas, and then help them form associations with umbrellas, and try to creatively express their understanding of umbrellas by artistic means. The goal of this activity is: 1. Feel the diversity of umbrellas and the beauty of different patterns, and decorate the umbrella surface harmoniously. 2. Experience the fun of decorating umbrellas and cooperating with peers to show their works. After teaching this activity, I found that the goal was not ideal in the difficult part, maybe the idea before the activity was not thorough enough.

In the activity introduction part, I let the children listen to the sound of thunder and rain, and then let the children talk about what we need at this time. This design is to stimulate children's interest, but also to connect with children's life experience. In the second part of the activity, guide the children to observe the umbrella surface and talk about the shape, color and pattern of the umbrella. Here, in order to let the children draw the side shape of the umbrella and guide them to feel that the umbrella is shaped like a mushroom, such guidance is not comprehensive. After class, I reflected that the top view of the umbrella should be round. When I guide the shape of the umbrella, I want the child to observe it from all angles and draw the shape that the child feels. The next step is to guide children to appreciate the pictures of all kinds of umbrellas, and to perceive the regular decoration of umbrellas, the arrangement of scattered decorations, color matching and other methods. By observing the umbrella, children have a preliminary feeling and understanding of the decoration of the umbrella. They freely expressed their feelings under my questions.

The third part of the activity is the teacher's demonstration and the comparison of similarities and differences between the two umbrellas. Through the comparison of two umbrellas, children will have different feelings when they find the same pattern, different arrangement, different color and different composition on the umbrella. I spent too much time explaining this link, the similarities and differences on the umbrella were too trivial, and the children failed to find the key similarities and differences according to my imagination, resulting in less time for children to paint later. After class, some other teachers suggested that this comparison link could be omitted, so that the teacher would explain less and the children would have enough time to draw.

At the end of the activity, when showing children's works, I made a booth with six plain umbrellas for children to show their works on their favorite umbrellas. At that time, it was found that the works pasted by children were easy to fall off, but when drawing glue sticks, there was no emphasis on drawing the middle or drawing more glue sticks. The paper drawn by children is a little big compared with the umbrella lattice. I compared one umbrella after another in advance, and there was no mistake.

After the activity, I was deeply moved. In the process of teaching, my language is not very concise and a bit verbose. I am always afraid that children will not understand, so I will say a few more words, which will cause children's hearing fatigue and affect the effect. This also requires me to constantly strive to improve. Art activity is a kind of activity that children like very much, which needs the careful arrangement of teachers. In activities, teachers should not only arouse children's interest in painting objects, but also carefully design and organize material selection, guidance and explanation.

Reflection on the teaching of kindergarten teachers in the middle class model essay 3

Music is the art of sound and hearing. The purpose of kindergarten art activities is to cultivate children's sensitivity to beauty and experience the happiness of free expression and creation. The children heard wonderful sounds. They also feel the beauty of art from the heart; When children sing with their hearts. Their feelings were fully expressed. So, I chose this song "Firefly". The night is full of romantic and mysterious colors for children, and the fireflies shining at night are even more lovable. The purpose of this activity is to let children feel the beauty of fireflies flying in the dark. Experience the beauty of the night. My goal is to let children understand the content of songs, learn to play singing songs rhythmically, let children feel the artistic effects of various singing and increase their interest in songs. In the first part, I chose the form of guessing riddles to stimulate children's interest. The second link is to let children see pictures about fireflies and learn to sing songs. The third link organizes children to sing in various ways.

In the process of children learning to sing, in order to let them hear the lyrics clearly, I made a scene demonstration to fully show the singing skills and the emotions expressed by the songs, and create a quiet and cordial atmosphere. Arouse children's emotions and stimulate their desire to express their feelings. In order to increase children's interest in song activities, the last link aims to let children boldly perform songs and better feel the beauty brought by fireflies. After the whole class, there are still many shortcomings. The following is a summary of my reflection:

First, the class is a bit slow and not compact. I'm still a little nervous, which leads to a little out of tune and forgetting words. When teaching children to clap their hands and beat the rhythm, the children can't keep up with the rhythm. Although I have taught them many times, they still can't keep up, so this is also my thoughtless problem. I didn't think of a better way to make them remember a more accurate rhythm.

Second, in the second link, let the children look at the pictures of fireflies. If you download a video about fireflies, let children feel that fireflies fly freely in the dark. Children can realize that night is a more charming and romantic color. This is also my thoughtless problem. Children will be more interested in the song Firefly. Knowing the lyrics better, this song is very impressive.

Third, in the last link, the children just follow the teacher's actions to perform songs, and they are not free to use their imagination. If they can freely use their imagination to create actions, stimulate children's creativity and imagination. And if they wear firefly headgear, they will be more interested in this song.

In short: I want to enhance my psychological quality. I am too timid to express myself. I hope I can do better and better in the next class, whether it's an open class or an ordinary class. I will always tell myself that I can and I will. Encourage yourself and make yourself braver and braver.

Reflection on kindergarten teachers' teaching in the middle class model essay 4

This is a catchy song, and the lyrics are in line with children's psychology and reflect their lives. The lyrics have both plots and details. In teaching activities, guide children to understand the plot of angry quarrel, tick and peace in songs. Use music and your own expressions to express it. By singing, children can be inspired to communicate and reconcile with their peers. Reflection on this activity:

At the beginning of the activity, I played the piano and sang emotional songs to my children, in order to stimulate their interest in learning. Next, the teacher plays songs, and the children sing along with the piano. After teaching singing twice, a video accompanied by children dance was shown. At the same time, I also came among the children, accompanied by dancing and guiding them to learn songs. Under my leadership, the children showed great enthusiasm. At the same time, the children who performed well were praised in time, and the children were more motivated to learn songs. On the basis of children's ability to sing, there is finally a song and dance performance, from group to group to individual, changing the performance mode to let children experience the fun of various forms of performance, so that every child has the opportunity to perform. The atmosphere in the class is very active, and I also feel the happiness brought by music.

After class, I made the following reflections on this teaching activity:

1. Music activities are inseparable from emotional support. Therefore, in music activities, more attention is paid to using effective questions to stimulate the formation and strengthening of children's emotions. For example, "If you are really angry and your good friend is angry, what will you do?" "You and your good friend made up, so what do you think in your heart? What would you do? " In the process of comparison and judgment, children have a better grasp of the musical artistic conception of this activity through the changes of movements and expressions.

2. In the activity, I want to put down the teacher's dignity and go deep into the children, so that the interaction and communication between teachers and students can be well realized, so that children can feel the equal friendship between teachers and students, create a warm and harmonious activity atmosphere, and let children better experience the happiness brought by music and dance.

3. My proper praise in the activities will help to strengthen communication with children, make them feel concerned and encouraged, and participate in teaching activities more actively, which will help to build their self-confidence.

Reflections on the teaching of kindergarten teachers in the middle class: model essay 5

In this activity, I designed a language activity "pit" for the middle class, with three goals:

1, learn to read, understand the meaning of the picture, and simply say it according to the meaning of the picture.

2. Understand the content of the story, initially understand the interesting phenomenon of water surface imaging and try to perform the story.

3. Improve children's reading ability and language expression ability. When designing the scheme, I put forward the problem that needs to be explored in the activity according to the learning characteristics of my class, that is, how to improve the development of children's reading ability by combining story teaching?

After the activity, I made the following reflections around the questions raised according to the situation in the activity.

1, children's reading time and form adjustment.

In the first part of the activity, I presupposed that children should 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. It can be seen from the analysis that there is a gap between children's learning level and children's learning level. Teachers should take the gap into account in the process of guidance and adjust the corresponding strategies, that is, through formal adjustment, let every child have the opportunity to tell, let the children who understand the meaning of the picture tell themselves first, and then let the children who understand the meaning of the picture tell each other in groups or at the same speed. With such a coordinated process, children's learning efficiency can be improved.

2. Consistency between goal setting and scheme design.

During the activity, the question I asked was "How to improve the development of children's reading ability by combining story teaching? And when designing the activity plan, we set the goal according to the problem, but from the situation of the activity, most of the design links are still relatively traditional, and there is no clear requirement of "reading". The weight of "reading" and "performance" are not important, so according to this situation, I think it is necessary to reach an agreement with the goal setting in the design process. For example, you can try to adjust the link like this: after the child reads for the first time, you can arrange the content of the child's performance, so that the child can accumulate more language experience after the performance, and then the teacher arranges the child's reading activities, focusing on guiding the child's reading order. Through such adjustment, it may be more suitable for the goal and more helpful to solve the problem.

Through this activity, I tried a new teaching method, which was in line with the learning level of the children in my class. So in the future story teaching, I will use this teaching mode again, and make adjustments and improvements according to the problems in this activity.

Reflections on the teaching of kindergarten teachers in the middle class

"Little White Rabbit and Big Black Bear" is a very interesting music game in middle school. Aba-style music shows the different appearance time and action characteristics of white rabbit and big black bear respectively. How to make children feel the content of music while enjoying it? I tried this activity.

As we all know, the thinking characteristics of middle school students are concrete, and they need intuitive teaching AIDS and concrete methods to help them understand music. So before enjoying the music, I searched the PPT of the activity on the Internet. During the activity, I told a story while showing my PPT. Then, play the music and let the children distinguish which paragraphs the music is divided into. Who is walking? Children can quickly tell that rabbits are at the beginning, rabbits are at the end and big black bears are in the middle.

Next, I will play the music of rabbits and big black bears respectively, so that they can show the obvious characteristics of these two animals walking with actions. After the children mastered the movements, I guided them to enjoy the music completely, and used the movements to express the content of the music together, so that the children could devote themselves wholeheartedly to it. Finally, we play different roles. I asked some children to play the big black bear, and other children followed me to play the little rabbit. We played the game to our heart's content several times, but the children still said they would play it again.

The whole activity went on, and my children and I felt very hearty. My feeling is that during the activity, the children are very active, have a strong sense of role and are very involved in the game. The children had a good time.

Summarize the success of this activity: In the whole teaching process, I used visual teaching AIDS, combined with language guidance and narrative music to guide children to fully feel the content of music and the different characteristics of the two roles. With this step-by-step method, children can learn and play at the same time, and every child can experience the joy of listening and performing.

Reflection on the teaching of kindergarten teachers in the middle class model essay 7

In the five fields, there is no difference between good and difficult teaching activities, but each teacher's personality and characteristics are different, some like Chinese, some like art and so on. In order to try a new field, this time I chose a scientific activity in the middle class, "Ball Stand Firm", to challenge myself. New attempts, new gains.

Scientific activities, focusing on children's exploration and discovery of problems, aroused children's strong curiosity at the initial stage of showing three balls. When the children were asked to talk about how to play the ball, some children said, "Throw it here." Some said, "Pass it and collect it." Others said, "You throw it to me and I'll throw it to you." When I let the children play freely, I found that the children used the methods that the children just said, and did not try new methods. After playing, I asked my children to talk about their own gameplay and found that it was a bit similar to the questions answered by the previous children. In fact, this link needs the guidance of teachers more.

In the second part, I asked the children to talk about how to make the ball stand firm. A child said, "Make love with your hands and put the ball on it." For this answer, the ball is actually stable, but the things used are different. Later, I asked, "We can also think about what materials can make the ball stand firm?" After my guidance, a child immediately said, "Use a bottle and put the ping-pong ball on the bottle mouth." At this point, the problem was suddenly pulled into the teaching state. Later, I prepared some auxiliary materials for children to borrow and find and play by themselves. I saw that some children chose wool, some children chose towels, some took bottle caps and some took sandbags. Through these materials, the children finally let the ball stand firm. When children were allowed to show their works, they were very happy because they succeeded.

Later, in order to increase the difficulty, I gave each child a blank piece of paper and asked the children to try to keep the ball steady with a piece of paper. As soon as I asked the question, all the children raised their hands one by one. A child raised his hand and said, "I know, I know." I think all the children have a good idea. In the process of letting children operate, most children use a piece of paper and then put the ball on the paper, which is the so-called ball standing. In fact, if I move the table a little, the ball will still fall. Just then, I had a brainwave, deliberately blowing off a child's ball with air and gently shaking the table. Suddenly, the ball fell. This failure seems to remind children to think about whether there is a better way. After the twists and turns, the children began to play again. This time, the children thought of a good idea. Some people roll up the paper and put the ball on it, while others knead the paper into a ball and put the ball in it. Don't mention how happy the children are to see their achievements.

Science lies in exploration and science lies in discovery. In fact, there are some things that we don't need to make clear. As long as children watch more, learn more and play more in practice, they will know the mystery and some problems will be solved.

Reflections on the model essay teaching of kindergarten teachers in the middle class 8

First, the theme connotation

Complaining, from the perspective of interpersonal psychology, refers to a unique interpersonal behavior when there are some conflicts and contradictions between people that cannot be solved by themselves, but the disputes are solved with the help of a third party. Children's complaint refers to an interactive behavior initiated by children to teachers when they think they have been violated by their peers or find that some behaviors do not meet the collective rules of kindergartens and some requirements of teachers. In the daily life of kindergarten, complaining is a frequent phenomenon, which consumes a lot of time and energy of teachers. As a special human individual, children's complaining behavior must be different from that of adults. So why do children complain? How do teachers treat children's complaints?

Second, the case description and analysis

Case 1: In the afternoon corner activity, I distributed oil pastels and scissors to the children in the art area. The activity of this art district is to make greeting cards for my mother. The speed of painting by the river is very slow, because he likes to look around while talking, but the man sitting in front of him has already done it. When I left my position, I accidentally bumped into my arm. The river immediately asked Mingming, "What's wrong with you?" Mingming quickly apologized and said, "I'm sorry, I didn't mean to." Pan Pan didn't listen, pouted and ran to the front and said to me, "Teacher, you obviously pushed my hand and made me draw wrong." You look sad.

Analysis: First of all, it is desirable to complain in the bank. He knows the rules of class, which shows that he has certain judgment ability and wants to get help from adults by complaining, so as to correct the bad behavior of his peers. From this perspective, this is the improvement of children's ability to deal with problems. But for some trivial matters, you should also sue the teacher, which will arouse the hostility of your peers and weaken your ability to handle small disputes between peers independently.

Case 2: On Monday morning, the children were reading in the reading room. Some of them sat together reading a book in twos and threes, some chose a book, and a person sat in the corner reading the story with relish. At this time, Ye Ye suddenly came to "complain" angrily: "Teacher, I first found out" Blue Cat Naughty Three Thousand Questions ",but Xinxin wouldn't let me read it." Xinxin is not to be outdone: "I got the book first!" " The two men argued endlessly in front of the teacher, and neither would let the other. I calmed their emotions first, and then turned to Xinxin and said, "The last time you watched Journey to the West, the baby just refused to show it to you. How do you feel? "Xinxin thought for a moment and said," I feel very unhappy. I didn't study. " The teacher took the opportunity to say, "then if you don't let Ye Ye read, he will be very sad! "What can you two do to see how you can both study happily?" Ye Ye and Yan Yan listened, discussed and decided to read together, so they happily sat hand in hand in a small chair reading.

Analysis: Ye Ye's complaint behavior is to seek the teacher's just solution to the dispute and ask for protection. In group activities, children often have differences and disputes over toys and books. When these disputes develop to a certain extent, one party will tell the teacher, ask the teacher to seek justice or give him protection. In the activity, by guiding the leaves to reflect and empathize, to understand and tolerate each other, let the children not only know other people's thoughts, but also understand why they have such thoughts, and let the children consider whether other people's behaviors have a reasonable side. Create some opportunities for children to solve their own problems and inspire them to find ways to solve them. After listening to the teacher's words, Ye Ye and Yan Yan sat quietly in a small chair and read books together.

Class model essay in kindergarten teachers' teaching reflection 9

The children's first art activity after entering the middle class is "lotus root printing", that is, the cut lotus root segments are dipped in pigment and printed on drawing paper, and then cotton swabs are dipped in pigment to imagine drawing various images. When designing the scheme, I carefully analyzed the teaching materials and studied the observations and reflections written by the teachers who organized the activities. In my opinion, the possible problem is that children's life experience is limited and the content of imagination is relatively simple. In order to avoid this situation, I will demonstrate all kinds of images that children may add to their paintings one by one to enrich their painting language and performance materials. However, the result was unexpected. Children's pictures were generally monotonous, with nothing but flowers and the sun. I feel the failure of this teaching activity, but I don't understand why.

So I asked the teacher who organized the activity. After comparison, I found that the pictures of the children in that teacher's class are not all ingenious, but they are still rich and full on the whole. It turns out that the teacher asked the children to draw full pictures and rich images when demonstrating and guiding, and then gave them full autonomy, and the children could draw whatever they wanted. And I have repeatedly stressed that "you should draw something different from others, not exactly the same as the teacher." I am also worried that children's images are too single. I emphasize that everyone must draw two kinds. My original intention is to hope that every child can give full play to his imagination and show a unique picture. As a result, many children are at a loss because of too many demands, so they can only choose the simplest flowers and the sun to paint, and the possible excitement is thus stifled by my "comprehensive" guidance.

Teachers' guidance plays a key role in any activity. The teacher's guidance should be clear and in place, and there should not be too many requirements, otherwise the children will be at a loss and affect their expression. Especially in artistic activities, only when teachers give children full autonomy and let them try, can children boldly imagine and create wonderful works that really belong to them.

Reflections on the teaching of kindergarten teachers in middle classes: model essay 10

In the "growing up" activity, when the activity is going 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 biased, because at first I only explained and guided orally, which seemed to overestimate the child's abstract thinking ability. Then I guided it with food and actions, and some children reacted.

1. In the whole activity, the children are following the ideas designed by the teacher, and there is no room for free exploration. I think this is a misunderstanding in my design activities.

2. In the activity, children's interest is not high, games can't arouse children's interest, the classroom atmosphere is not active, and they feel that it doesn't meet children's age characteristics, and 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, supply 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.

Mathematics education in kindergarten is an indispensable part of children's curriculum. The new curriculum view and knowledge view also tell us that children are not passively understanding knowledge, but constructing and discovering knowledge, not bystanders of knowledge, but active constructors and creators of knowledge meaning. Moreover, the protagonist of children is not given by the teacher kindly, but 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, instead of using them as knowledge reserves or dogmas. We need to reflect deeply from concept to behavior, and 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.

It is to improve children's reading ability and language expression ability. When designing the scheme, I put forward the problems that need to be explored in the activity according to the learning characteristics of my class, that is, how to combine story teaching to improve the development of children's reading ability. After the activity, I made the following reflections around the questions raised according to the situation in the activity.

10 Reflections on the articles related to the teaching of kindergarten teachers' secondary classes;

★ 10 reflection summary of preschool teacher education.

★ 3 Reflections on the education and teaching of middle classes in kindergartens

★ Reflections on the teaching of middle-class teachers in kindergartens

★ Model essay on the summary of reflection work in kindergarten middle class teaching

★ Model essay on classroom teaching reflection of kindergarten teachers

★ Reflection on kindergarten teachers' teaching

★ Reflection on education and teaching in kindergarten middle class

★ Summary of excellent model essays on kindergarten teaching reflection

★ Reflections on the teaching of middle-class teachers in kindergartens

★ The activities of kindergarten teachers reflect on excellent model essays.