Reflections on the teaching of the middle class in kindergarten 1 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. However, judging from the activity, most of the design links are still relatively traditional, and there is no clear "reading" requirement. The weight of "reading" is not as important as that of "performance". Therefore, in view of this situation, I think it is necessary to reach an agreement with the goal setting in the design process. If you can try to adjust the link like this: after the first reading, you can arrange the content of the children's performance, so that the children can accumulate more language experience after the performance, and then the teacher arranges the children's reading activities, focusing on guiding the children'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 middle classes in kindergartens II. In the process of cultivating children's active learning, my educational concept has changed. I think about teachers organizing too many collective activities in daily life and try to reduce some unnecessary requirements for children.
Today, I didn't let the children act in groups as usual. Some groups observe in the natural angle and talk about something; Some stand in front of the newly posted activity area record table, looking for their names and discussing who has the most red flowers; Some simply go to the table to read the books left by the teacher when preparing lessons at noon. I didn't bother them because the children were doing meaningful things and talking about interesting topics. Kindergarten life should be disciplined, and at the same time, children should be allowed to live easily, giving them the right and opportunity to do what they do first, which is of far-reaching significance for them to actively adapt to social life, restrain their behavior and form a certain concept of time in the future. I decided to let the children have more free time and make their life easier in the future.
It seems natural for kindergarten children to arrange what time to do. In order to take good care of children, we require them to follow instructions in all their actions, and many activities should be carried out collectively. Of course, there are many children in the class, so it is inevitable to wait in line. Children wait passively, time is wasted, and initiative is gradually eroded. In order not to be "chaotic", teachers must stipulate "queuing" and "don't talk casually" ... Some children with poor control ability, active children and children with strong initiative and autonomy can't stand this boring waiting, which often affects discipline. This attracted criticism from teachers. Too much criticism causes tension between children and teachers; Too much criticism dampened their self-esteem and made them lose their ambition. It can be seen that too much collective restraint will affect the active development of young children and should be reformed as soon as possible.
The teacher took the lead in trying to give the children autonomy. Give children control over their rights and opportunities, let them decide what to do first and then decide according to the situation, learn to make rational use of time, arrange their own activities, and be a thoughtful and positive person. This kind of exercise can make children form independent and positive personality. It not only creates conditions for children's life to become more interesting today, but also lays a good foundation for them to face the society calmly in the future.
Reflections on the Teaching of Class 3 in Kindergarten "Guidance" puts forward that understanding and listening to children's thoughts or feelings of artistic expression and understanding and respecting children's creative intentions cannot be simply evaluated by adult standards such as "image" and "goodness". The children in our middle class last semester had superficial painting skills and experience. How to make children interested in painting and put an end to such standards as "like it or not" and "good or not" is exactly my thinking.
First, I guide the children to describe the basic characteristics of themselves and their peers. When I let my children look at themselves in the mirror, they are actually more relaxed, because they are familiar with themselves and their children, so the key is to let them find the subtle differences and try to make them interested in the painting activities behind them. For example, I asked them what else besides black eyes? Children will observe carefully and find many things: there are many eyelashes, under the eyelashes, and two small holes in our noses ... After previous observation, children have a clear understanding of the characteristics of themselves and their friends, but these concepts are relatively general and complicated, and it is impossible for every child to draw them comprehensively.
So the next point is that every child is free to create. Considering children's limited experience, after I show them picture books, let them think about what we can draw first, and then think about what we can draw. Let the children have an overview of their own painting process, and then let them start painting. In fact, I also think such an attempt is a bit bold. I wonder if the children will be at a loss to tell me that they can't draw. Therefore, I have always encouraged children to try boldly. As long as he started painting boldly, I gave him affirmation and encouragement. This method is really useful, and most children can create happily. The content and form of the works also show different imagination and creativity.
The reflective game method of teaching in Class 4, Grade 2 in kindergarten points out: "The game is the basic activity of children, and it is not absolutely independent of children's learning and labor activities. Teachers must consciously combine these activities to make them complementary educational means. " This is the development trend of structural game itself and the guarantee for its further improvement. In kindergarten, structured games appear as an independent game, but at the same time, the development of structured games permeates other kinds of games and teaching activities, and the two complement each other and cooperate closely. Therefore, teachers should pay attention to two connections when organizing children to play structured games.
Kindergarten education and teaching activities should organize children to learn new knowledge and skills through games. Therefore, structured games, as one of the game activities, should also closely cooperate with language, mathematics, art and other disciplines, penetrate and influence each other.
The theme of children's game construction is usually generated by teachers' language inspiration, story telling, object understanding and scene rendering. The knowledge impression formed by the teaching of Chinese and mathematics is the foundation of the development of structured games, and the composition and layout of fine arts, calculated spatial graphics and quantitative knowledge are the conditions for the development of structured games.
The teaching activities of various subjects have laid a solid foundation for the smooth development of children's architectural games. Conversely, the development of architectural games has also consolidated and deepened the teaching of various disciplines. In the activities of decorating and beautifying the game environment and architecture, children must make full use of a series of knowledge and skills learned in art teaching, such as modeling design, layout change, color matching, and correct handling of the whole and the part, so as to improve the architectural level, which also promotes the development of art teaching. So the development of games and teaching are the unity of opposites.
In a word, the combination of architectural construction with teaching activities in various subjects and playing other games with architectural achievements not only improved children's interest in architecture, but also promoted the development of children's thinking and imagination, and developed games, which greatly satisfied children's physical and mental aspects.
Reflection on Teaching in Kindergarten Secondary Class 5 "Guide" points out: "Children's language ability is developed in the process of communication and application. We must create a free and relaxed language communication environment for children, encourage and support children to communicate with adults and peers, and let children want to speak, dare to speak, like to speak and get positive responses. " In the teaching of the poem "Chinese New Year", I adopted the following methods to practice the spirit of the Guide.
First, stimulate what children want to say.
Poetry is the favorite literary form of middle school students. Poetry is easy to understand and catchy, which can help children develop their language ability through learning. In teaching, I first created a New Year atmosphere for my children through video clips. In this free and relaxed atmosphere, I encourage children to express their New Year feelings, give timely praise to children who tell coherent, orderly and vivid stories, stimulate their desire to say things, and bring them physical and mental pleasure.
Second, let the children dare to speak.
Children are interested in talking, and I try to make them dare to speak in activities. After the children finished learning poetry, I invited some timid and insecure Zhang Yue to read poetry in front of the group. I bent down, took Zhang Yue's hand and looked at Zhang Yue with a smile. Zhang Yue looked me in the eye and said softly, "Teacher, can I do it?" I nodded to her with a smile. With my encouragement, the children opened their hearts and recited poems loudly and rhythmically. In this equal dialogue, teachers and children interact and gradually communicate, harmonize, harmonize and be happy, so that children's oral expression can be developed, their emotions can be stimulated and their wisdom can be improved.
Third, let children like to talk.
After the activity, I created an extended activity for children to give gifts to each other, and at the same time, in the process of giving gifts, I said a New Year greeting. In the game, children communicate and discuss with their own life experiences, not only express their views, but also share the fun of their peers' lives. This is indeed an opportunity for children who are not good at talking with others in group situations to express themselves in words.
Reflection on the teaching of middle class in kindergarten 6 "We are children of middle class" is a singing and music activity. This activity combines children's newly promoted middle class, music teaching activities and showing life, making it easier for children to understand the content of songs.
The objectives of this activity are:
1, learn to sing, be familiar with tunes, and master the singing methods of point notes and syncopation.
2. Experience the glory of being a middle school student.
The whole activity revolves around these two goals. In the activity, the children are full of interest, concentration, sweet singing, beautiful movements and childlike interest. During the whole activity, the children were in high spirits. Why is it so effective? Using intuitive pictures can not only help children understand the lyrics quickly, but also keep a deeper and lasting impression on the lyrics. At the end of the activity, children can sing freely without pictures, because the intuitive visual image already exists in their minds. Audio-visual combination is the best way to obtain information. Secondly, it is difficult for children to distinguish rhythm simply by hearing. On the basis of children's confusion, it is very important for children to repeat the rhythm. With the appearance of music rhythm, the teacher shows the rhythm spectrum on the blackboard, and the intuitive image helps children sort out the types of rhythm. With the help of pictures, it is easier for children to reproduce the rhythm. From having a picture to not having a picture, the difficulty is easy to solve.
Teachers use various means to mobilize children's interest in singing in music activities, as pointed out in the Guide: We should fully mobilize children's various senses to participate in activities, meet the needs of children's development, create a relaxed music environment for children, let go of children's hands and feet, and let each child devote himself to the feeling of music.
Teaching Reflection of Class 7 in Kindergarten "Crying and smiling" is a healthy activity of Class 7. After children enter the middle class, their language skills have been greatly improved, and they have some rules for making friends. They also like to play with their good friends and communicate happily in regional activities. After the weekend, when I first came to kindergarten, I was eager to meet my good friends and share with them the interesting things I experienced at the weekend. Sometimes children like to bring delicious or beloved toys from home to share with them. In the process of getting along with friends, there is happiness and sometimes some friction.
In the process of getting along with friends, children will inevitably quarrel. Some children will cry to find a solution to the problem. In the infiltration education of daily life, we will also tell our children that crying can't solve the problem. If there is any problem, teachers and children can help solve it together, which will have some effect. It is only through the mental health education activities of "crying and smiling" that children can learn to treat their emotions correctly and know what measures can be taken to make their mood better when they are in a bad mood.
Listening to songs and playing games to "find friends" are the first steps in the "crying face and smiling face" activity. In the game of "finding friends", let children make faces with their good friends and experience the happiness brought by the game, which will leave children with happy smiling faces, thus guiding children to distinguish when smiling faces and crying faces appear on their faces. The key point is to guide children how to cry when they are unhappy. In this part of the teaching, the method of telling is mostly used, which is simple and similar to the infiltration education in daily life, lacking freshness, and there are few ways for children to tell each other, which needs to be improved in future teaching activities.
Children in the middle class can usually concentrate for about eight minutes, while the activity time in the middle class is about twenty-five minutes. In order to focus children's attention on activities, teachers need to put forward some novel ideas, so that children feel that teachers, like magicians, can always produce novel things. Children are full of expectations for the teacher's activities, and naturally they will concentrate, for fear of being distracted and missing the excitement. To achieve this teaching effect, on the one hand, teachers need to keep learning, especially to learn a variety of educational methods for a problem. On the other hand, in order to suit different children, teachers need to change the way of speaking, try to pass positive energy to children and give them a kind of positive energy.
Reflections on the teaching of middle classes in kindergartens. Spring breeze blows, blowing green willows, blowing hearts, blowing swallows, and blowing frogs.
Spring breeze blows gently, and spring rain blows gently. Let's plant trees and flowers.
I spent 20 minutes telling this very childlike poem. Because we agreed not to use multimedia before, nothing is useful. When I was preparing lessons, I was thinking, would it be boring? The result was really like this, and at the end of the class, the students couldn't help running away when they heard the bell during the big break. It's really funny to see this plot. It must be that my classroom charm is not enough to attract students.
First, there is enough reading time, but the methods are still not diverse enough.
Second, the blackboard writing is inflexible and rigid. The content of my blackboard writing is the first section, so I write it step by step. There is a way to make the blackboard look flexible, and also to test whether students can recite this poem. We can write things like "willow" and "green" on the blackboard, but it's confusing. Let the students connect on the blackboard, so there is another opportunity for interaction. It's killing three birds with one stone. Study hard in the future.
Thirdly, when reading aloud, we should focus on "gently" and "cautiously" in the second paragraph, and guide students to read "gently", "cautiously" and "cheerfully" in the last sentence. I'm not sure where I can catch it
Fourthly, I designed an extended link, such as "Spring Breeze Awakens Frogs?" Let the students practice speaking. I wish I could give my children more time in this link, dig deep into the problem, don't be greedy, and don't focus on breaking through everything.
Fifth, there are many beautiful pictures in the textbook of the first grade of primary school. We can make good use of them without wasting this precious resource.
Reflection on the teaching of middle class in kindergarten 9. It has been some time since I went to middle class. I often hear parents tell me that children can't do anything at home, eat by themselves, dress by themselves, tidy up their toys and so on. So our teacher encourages children at school every day. You are brothers and sisters of the middle class. Do your own thing. These words seem to be too much to have any effect. Let the children feel their growth slowly through the activity class of "Don't say I'm young". This "little baby" who never does anything at home began to learn to fold clothes and eat by herself.
In the activity, I used the way of asking questions for the first time, "What will your little hand do?" I asked the children questions, which paved the way for them to imitate children's songs in activities, and also made them feel the growth of their bodies.
Preparation of teaching AIDS before the activity: I show them in the form of pictures according to the content of nursery rhymes, so as to quickly guide children to understand and master the content of nursery rhymes and easily solve the key points of the activity. Under the guidance of the teacher, children can simply tell and compare their own photos and articles, and let them talk about "what will they do at home", which satisfies their desire to say what I want to say. Then I made related pictures (father, mother, grandmother, me, clothes, feet, table, lantern) according to the content of nursery rhymes before class. When reading nursery rhymes, I show them one by one in the order of nursery rhymes, so that children can easily read the whole nursery rhymes by looking at the picture. During the activity, children were taken to read in groups, and relay reading was also adopted, which improved children's interest in reading and helped them to remember.
But in my activities, I only pay attention to the content of children's memory poems, but ignore imitation. It's just that I incorporated what children can do into the poem. The second goal has not really been implemented. Let the children express boldly with the sentence of "I know xx", and draw icons in time according to what the children say, so that the children can naturally transfer the content of nursery rhymes to their real life experience and naturally enter the third link to create nursery rhymes. In this way, children can quickly create their own children's songs and let them feel the joy of composing and success. Photos evoke children's memories. Children know that childhood and growth are different. Different clothes and toys let children discover their progress. After the children experienced the joy of growing up, the teacher seized the opportunity to guide the children to say that their growth and progress could not be separated from the help of their parents and teachers, and they knew the truth of respecting teachers and valuing morality. Finally, in the expansion activities, children can learn the children's song "Don't say I am young" to stimulate their desire to do their own things at home and kindergarten.
The next time you carry out this activity, you must remember the goal and implement the activity process around it, so as to gain the natural and bold oral expression ability of the activity.
Reflection on the teaching of kindergarten middle class 10 First of all, imitate the image and guide to master the essentials of action.
In the single tumbling session, the action essentials of hands and feet are very close to the sharp image of lemon, so I let the children learn the sharp shape of lemon first, and the children naturally raise their hands and feet, imitating the image to let the children master the action essentials subtly. When my demo of "Big Lemon" rolls, I put the action essentials into nursery rhymes and read nursery rhymes while rolling. Through interesting nursery rhymes and intuitive and vivid demonstrations, children clearly understand the essentials of straightening their hands and feet and exerting pressure on their abdomen. Under my leadership, the "Little Lemons" can't wait to imitate the roll.
Second, cooperate and explore to find a good way to exercise.
With the development of body and mind, the children in the middle class have the psychological need to communicate with their peers, which is in a critical period of cultivating cooperation ability. Rolling hand in hand provides a good platform for children to learn to cooperate actively and solve problems through consultation. The first time I tried to roll hand in hand, the children encountered different problems, so in the rest session, I guided the children to discuss the difficulties encountered in the process of exchange rolling, focusing on the common problem of "one is fast and the other is slow". With a good method, when children roll in pairs again, the cooperation ability and coordination of cooperative rolling will be greatly improved. After that, rolling with the ball and going uphill with the ball are all further challenges to children's cooperative ability, and the success of the challenge also promotes the development of children's higher sense of cooperation and ability.
Third, the difficulty is progressive, so that challenges and happiness go hand in hand.
Interesting two people cooperate to roll the ball and roll the ball down the hill, pushing the game to a new high point. In the face of new challenges, the children did not shrink back, and they all tried actively with full emotions. Rolling the ball over the hill requires children to use their waist and abdomen strength more and play a stronger cooperative role, so this link has become the climax of the whole activity. Through the foreshadowing of the previous links, the children have gained something from this challenge through their own efforts and their peers. In the process of challenging and breaking through themselves again and again, the children have initially demonstrated their valuable sportsmanship, which makes me very gratified.
By the end of the whole activity, the goal of the activity was basically achieved, and the important and difficult points were also solved through demonstration, practice, communication, discussion and re-practice. Children always maintain their enthusiasm for games, dare to try and accept challenges, and their sense of cooperation is gradually enhanced. There are also some problems in the activity. Some children are crowded together because of the short interval between rolling in turn. Although I reminded them, the effect was not obvious. After reflection, I think we can whistle for children to start, which can control the interval between children and ensure the fluency of children's activities.
Through this activity, I have grown a lot, and I have a lot of my own ideas in constant exploration. I can actively try and have a deeper understanding of the organization of children's sports activities.