Kindergarten Teachers Classroom Teaching Reflection 1
In the "Growing Up" activity, when the activity is carried out to the imitation of children's song information appeared to make me feel more tricky problem, the children in the imitation of children's songs are always turned but turn, always around the self to say that the thinking is restricted, and associated with the self is not something will be longer and shorter. I thought about the possibility that I was being too hard on myself, and that I was being too hard on myself. I thought I might have made a mistake in my guidance, because at first I simply explained and guided them verbally, which seemed to overestimate the abstract thinking potential of the children, and then I guided them with food and movement, and only then did some of them react to it.
From there, we can clearly understand: inspire children's thinking must be carried out with the help of concrete things, the use of visual aids to help children accumulate a wealth of representations. At the same time to mobilize children's multiple senses to participate in activities. The first thing you need to do is to get your hands dirty.
Kindergarten Teachers Classroom Teaching Reflection 2
In the "Song and Smile" activity, I created a situation for children to send each other a smile in the sound of the music, and most of the children found their own good friends to give each other a smile. A child said, "I give you a smile to make you happy!" Another child with a social personality found a listening teacher and smiled and said, "I like you, teacher, and I wish you happiness!" A little girl walked up to a teacher and smiled and said, "Teacher, you taught me Singing The contest won third prize, so I'm going to give you a smile." ......
From this activity, we can find that: emotional communication is conducive to further enriching the children's life experience, and music can give people happiness and a kind of enjoyment of beauty. Let the children in the beautiful, rhythmic "song and smile" in the music to send each other a smile, reflecting the "emotion and music" mingling, so that the activities in a simple, pleasant, warm, harmonious atmosphere, giving people a feeling of unending, so that children from the depths of their hearts to feel the perfection of the smile and the power it implies.
Kindergarten Teacher Classroom Teaching Reflection 3
The activity goal of this lesson is to let the children understand the story information on the basis of the storytelling, and understand that adults are very important to us. In the course of the activity, I first introduced the children to an angry child - Gui, why is he not high-minded? This attracts children's attention, so that children can have a high interest in listening to the story with the teacher, in the introduction part of the full mobilization of children's attentiveness, so that children pay attention to listening.
After listening to the story, guide the children to say, why would Gui expect there to be no adults in the world? Where was his wish realized? What difficulties did Gui encounter in his dream of a world without adults? In this part of the story, children can fully understand the story by asking questions. They are able to express the story boldly and communicate freely, exercising their potential for understanding, expression and communication. In the practice of consolidation of the link, let the children of Gui encountered difficulties in the order of further expression, where such a treatment is to let the children better understand the story, to train the children to express the rationality of things, so that the children further understand the importance of adults in the self.
In the course of the lesson, the children's potential to express themselves was not trained in a better and more comprehensive way, and if this part of the activity is further deepened and expanded, the children's potential will be better cultivated.
Kindergarten Teachers Classroom Teaching Reflection 4
In the language of the "house" activities, the end of the part I designed a language game "solitaire", let the children in the children's questioning requirements to try to answer the results of the "because the weather is too hot" (the weather is too hot), the children will try to answer the results of the "because the weather is too hot" (the weather is too hot). The weather is too hot" (so I have to take a bath, so I sweat, so I have to turn on the air conditioner ......) "because I love vegetables" (so my body is good, so I grow tall, so ...)
It's a good thing that I love vegetables, because I love vegetables, because I love vegetables, so I grow tall, so I love vegetables. ...)
The design of the ending part of the story teaching is closely related to the children's real life, which will help the children to better master the "because ...... so ...... "The sentence pattern. "Because ...... so ......" is a cause and effect phrase, the learning of this phrase in the language game, more suitable for the age of the children, can effectively mobilize the children's emotions, for the children to use correctly. It can effectively mobilize children's emotions and pave the way for children to use the phrase "because ...... so ........." correctly. The children can take the initiative to learn, dare to try to think, say different answers, a better reflection of the children's spirit of experimentation, the successful completion of the teaching task.
Kindergarten Teachers Classroom Teaching Reflection 5
"City Mouse and Country Mouse" is a very interesting language activities, it is through a vivid fairy tale: city mice go to the countryside as a guest and the countryside mice go to the city as a guest of a series of hilarious things caused by the children to lead the children to learn about the lifestyle and living environment of another environment. The children will be introduced to the lifestyle and environment of another environment.
In order to effectively carry out this activity, before the class, I not only self-collected a lot of pictures about the city and the countryside, but also let the children collect as many pictures about the city and the countryside and bring them to kindergarten, and also asked the children to take advantage of the day off to observe and understand the differences between the city and the countryside with their parents, to accumulate some experience. At the beginning of the activity, we let the children enjoy the pictures on the projector and listen to the children's introduction, then the teacher asked: "What do you see? What feeling does it give you?" On this basis, we have a deeper impression of the city and the countryside.
In the activity, I and the children around the "If you are a mouse, you like to live in the city? or like to live in the countryside? Through the form of debate to discuss, encourage children to boldly express their views. I was impressed by the children's wonderful answers. I'm not sure if I'm going to be able to do that, but I'm sure I'll be able to do it.
In fact, both the city and the countryside have their most beautiful places, the city mouse and the country mouse are proud of their hometowns, the children have said that they like the city and the countryside, I believe that as long as it is suitable for us to self are the best. At the moment, our city and countryside have developed and changed a lot. The living conditions in the countryside are getting better and better every day, and we must cherish the happy life we have at this moment, as the personality is the place where we live. The brave debate of the children in the event was the highlight of the whole event.
Kindergarten Teacher Classroom Reflection 6
The Clever Turtle is a story with a strong moral and the language of the protagonist is more distinct. The story uses different protagonists to describe one thing, and uses distinct language to emphasize the moral of the story, teaching children to use their brains and think of ways to deal with things. The children will be able to imitate the dialog according to the characteristics of the protagonist.
In this activity, the teacher did not tell the whole story in an easy-to-understand way, so the children did not fully understand the story in the process of listening, and the children's learning was not very strong. It would have been better if the story had been exaggerated, and the plot of the story had been used to infect the children, so that the children's attention would have been focused and the children's motivation to learn would have been increased. In the second retelling of the story, the teacher just looked at the pictures and retold the story, without guiding the children to see and speak for themselves. If the teacher acts as a guide to direct the children to look at the pictures and speak, and let the children fully "say, think, see and act", the result of this activity should be better. The effect of this activity should be better.
Kindergarten Teachers' Classroom Teaching Reflection7
The new year is coming again in the children's laughter, and this semester will be over, in order to test the children's ability to improve through the games and activities, we have specially formulated this assessment standard at the end of the semester to assess. They are able to walk, jump and run in a coordinated manner, and they clearly understand that when they encounter in life, but when jumping rope in outdoor activities, some children's skills in jumping rope are a bit weak, and we will focus on practicing this in outdoor activities in the future.
Science field:
The children of this class are more interested in the change of seasons, personality is a lot of snow this winter, the children personality happy, but also a strong interest in the snow, they usually ask the teacher some of the problems of the snow, trying to understand the relationship between the snow and the people, and other plants and animals, the children are interested in the exploration of the natural objects, man-made objects, but they tend to be on the corner of nature, observation halfway, and then no longer want to go to see. However, they are often reluctant to go to the nature corner halfway through their observations. Some children are also reluctant to record their own discoveries, and they lack the ability to record their observations and tell everyone what they have seen and heard.
Music:
The children sang songs in a loud voice, but they were able to sing with more emotion. Their sense of rhythm is also not bad, but some children do not have a good grasp of the prelude and interlude of the song, and the related knowledge is relatively poor, so they need more training in rhythm music and music appreciation in the future.
Language:
The children were able to recite a poem they had already learned at the teacher's request, and did so with movement. The children in the middle class are a little bit overwhelmed by poetry, and they prefer vivid stories with a lot of interest. They are not able to connect them well to the storytelling of the pictures, or to the storytelling of two pictures. Can not yet colorful narrative, can be based on the picture narrative or simple language description of the plot information, the language is a little poor.
Fine Arts:
Most children are able to draw simple objects in detail by themselves, and are more colorful in their color choices. There is an appreciation of the beauty of art works. Children in most children can be simple paper cutting, but in doing handicrafts only a few children can follow the teacher step by step to fold a complete thing. In clay modeling, children who have good hands-on and imaginative potential can create vivid images of animals in clay modeling, but some children can only create simple images of objects. The children's divergent thinking, self-imagination and creativity need to be improved.
Social areas:
The children in this class are more interested in the change of seasons, personality is a lot of snow this winter, the children personality is happy, but also a strong interest in snow, they usually ask the teacher some snow questions, trying to understand the relationship between snow and people and other plants and animals, but the children are interested in the exploration of natural objects, man-made objects, but they tend to be on the natural corner of the observation halfway, and then no longer want to go to see. However, they are often reluctant to look at the nature corner halfway through their observations, and some children are reluctant to record their own findings. Children lack the ability to record their observations and tell what they have seen and heard.
Kindergarten Teacher Classroom Teaching Reflection 8
Kindergarten math teaching is a useful extension and supplement to kindergarten teaching activities. It is in the form of group activities, for the necessary math education goals for young children to bring the brain thinking, hands-on operation and other super activities, so that young children in the activity area to play its heart, initiative and creativity. So that they can develop on the basis of their original level. So, kindergarten math activities should be carried out how? The author based on several years of work practice, where to talk about personal views and experience:
Teachers of this semester's mathematical activities to achieve the goal of the heart, what kind of goal to think about the design of the mathematical activities to reach a certain goal area. The educational intent of the math activity area through the material to create a good environment consistent with the mathematical objectives. For example, the goal of this week's small group math activities is "classify objects by color, can find objects of the same color from a variety of color objects". The teacher should bring materials around this goal when setting up the computational activity area for the week.
The placement of manipulative materials in the math activity area is very critical. Operation material is the media of education, is to help young children to systematically construct mathematical knowledge and induce young children to actively explore the learning tool, is applied to the operation of the action, so that the external material action, and gradually evolve to the internal conceptualization of the action of the material pillars, to bring the material is not only the activities of the preparations, but also to guide young children to learn mathematical knowledge, the development of the potential of thinking the entire educational process of the important means required. Therefore, it is important to fully consider the cognitive characteristics of children of all ages when bringing manipulatives. For example, young children are good at imitation in the cognitive process, poor in learning purpose and weak in task consciousness. They are interested in the tools of the activity and the use of tools. In the older class, their learning purposefulness increases, they can make efforts to accomplish learning tasks, and they emphasize learning results and evaluation. The cognitive characteristics of small and large classes are different, and the effect of the same materials is completely different. One time, teachers of large classes practiced the composition of numbers using stamps and objects, and the effect was very good. Therefore, the learning task should be integrated into the material, such as adding some worksheets and other materials, children according to the requirements of the worksheet, with the physical operation they will be interested in, not only can get the relevant knowledge of the activities of the practice, but also cultivate a sense of task, so that they get the satisfaction of success and enhance self-confidence. Therefore, when putting the materials, we should pay attention to the cognitive characteristics of the children at various stages.
Take the middle class math activity "Row by Row" as an example to illustrate, "Row by Row" activity is based on children's knowledge and familiarity. According to the Kindergarten Education Guidelines, I have formulated the following three teaching objectives:
1. To enable children to learn the method of comparing multiple objects, in the first activity, the use of multimedia courseware to show the picture of five different sizes of watermelons, first of all, let the children understand that these watermelons are not the same size. Let the children think of a way, if the watermelon from small to large row, how to do? On the basis of the children's ideas, teach the children to learn how to sort multiple objects.
2. Be able to compare objects and sort them as required. For example, I prepared a picture of a big tree for the babies, the purpose is to arouse the interest of the children, to cultivate the children's hands-on potential and observation, but also for the children to learn to compare more than one object is a sublimation.
3. Cultivate children's visual potential and logical thinking potential, this goal is mainly embodied in the third activity, the children use visual methods to compare the thickness of the box, which is one of the teaching methods I use.
In the activities, I also used the game method, the search method, through the game activities, can promote the children's spatial form of the correct understanding of the object. For example, the children were given pictures of trees of different thicknesses, guiding the children to arrange them from thick to thin, and guiding the children to take out the thickest of them each time, until they were finished. Then, according to the order of fine to coarse trees one by one put away, put back to the original place, invariably cultivate the children's good habit of organizing toys.
This lesson accomplished the teaching objectives I had envisioned.
The above methods also have some shortcomings in teaching activities.
2. activities, the child's excitement is not high, the game activities can not attract children's interest, the classroom atmosphere is not active, feel not close to the child's age, to improve the teaching method.
Kindergarten math teaching in the middle class should rely on the necessary educational objectives and information, based on the cognitive characteristics of children of all ages; according to the actual level of each child; to create a good learning environment for them, to bring materials conducive to children's active activities, so that the operation of the operation of the study of crude mathematical knowledge, cultivate interest in learning, develop intelligence. In addition, the development of like hands-on operation, love brain thinking, with the desire to learn and other good learning habits, for the elementary school learning to get ready.
Kindergarten mathematics education is an indispensable part of the early childhood curriculum, the new view of the curriculum and the concept of knowledge also tells us: "Young children are not passive understanding of knowledge, but the construction and discovery of knowledge, not the knowledge of the bystanders, but the benefits of knowledge of the active constructors and creators, and the young children's protagonist of this is not the teacher mercifully bestowed, but they are naturally as learners. naturally possess as learners." In the field of early childhood mathematics education, children can truly "learn to apply mathematical ideas and methods to solve vivid practical problems around them, rather than using them as a knowledge base or dogma." We need to do a deep reflection from the concept to behavior, to make kindergarten mathematics education really effective and even efficient, there is still a long way to go, let us *** with efforts to:
Give young children a space, so that they will always move forward; to give young children a condition that allows them to have a piece of the blue sky of the self.
Kindergarten Teachers Classroom Teaching Reflection 9
Because most of our children live in rural areas, where there are customs such as the Chinese New Year's Eve and the social fire and other activities. The children have seen the dragon dance in their daily lives and have a necessary knowledge of the dragon dance. This material comes from the life of young children, so the children are very enterprising in the activity.
The children in the middle class love healthy activities, and every healthy activity has the children's participation. The warm-up exercise fully mobilizes the children's aggressiveness, and at the same time, it also paves the way for the subsequent activities, making the whole activity more complete and coherent. The children were able to perceive the game in a complete game context.
Throughout the activity, children can play according to the rules, but in the color rope "dance dragon" when the children's movement is single, not enough creativity, which requires teachers to multi-faceted, multi-dimensional guidance for children to stimulate the creativity of young children.
In the first part of the activity, I preset the information for the children to read the story and tell the story. In the process of implementation, I left less time for the children to read and tell the story, so many children did not have the opportunity to tell the story.
Analyzing the scenario, we can see that there is a gap between the children's learning level and the children's learning level. Teachers should study the gap between the children in the process of guidance and adjust the strategy accordingly, that is to say, we can ensure that each child has the opportunity to tell the story through the adjustment of the form, so that the children who understand the meaning of the picture first speak to themselves, and then understand the meaning of the picture after the children to speak in a group or speak to each other at the same speed, so that they can understand the meaning of the picture, and then understand the meaning of the picture. With such a coordinated process, children's learning will be more efficient.
Kindergarten Teachers' Classroom Teaching Reflection 10
The selection of learning materials is the first key to language activities - "The Rabbit with Drooping Ears" is also selected from the children's newspaper, from among the children. I used the computer to zoom in on the plot, adapted and produced part of the plot according to the target needs, bright colors, movement and expression, directly stimulate the senses of children. The children are immediately interested in such books and a good reading atmosphere is created.
With the right materials, I felt that the questioning technique was the second key to developing children's imagination, guiding them to observe and fully express themselves. Each picture I have seized the key point to ask questions, each picture let the children learn how to observe, "There are a lot of rabbits in the world, there are fat, skinny and --- but they all have a pair of vertical ears, look at this little rabbit what's different?" The children quickly focused their attention on the bunny presented and realized that the bunny's ears were different. I feel that open-ended questions will make children observe, think, and re-express more carefully, so I don't tell the children directly about each picture, letting them speculate about the next episode, "What do you think the little friends will say when they see this personalized bunny?" "How does he treat the bunny? How do you see it?" "What was the bunny's mood like and how did you see it?" "The bunny was very sad and wanted to put up his ears, what should he do? Come and think about it." The teacher then guided the children to simply organize or consolidate the children's responses at the end to get to the point of sharing, and I also found that the children progressed from the potential to only continue the ending to guessing the climax to continuing the beginning part of the story. The Bunny with the Droopy Ears immerses children in the joy of sequencing. The children came up with more than ten ways to help the bunny put up his ears and how to save the bunny. I did not draw the whole picture of the children's imagination in this creation because in the previous creation this method was intuitive but took too much time and made the children with poor attention laxity, so I used simple diagrams to represent them,
The children understood what they were doing as soon as they looked at them, such as: help with a rope, represent it with a curve, ask the elephant to do something, ask the elephant to do something, and ask the rabbit to do something. For the children I think this is a sure thing, not only affirmed the children's ideas and enriched the children's understanding of the continuation of the imagination, he also recorded our class is not the same as the children's level of language expression and imagination, for the back of the end of the painting and the production of a complete book to bring the basis.
In the process of creating the end of the rabbit to see the doctor, the children guessed that the rabbit must be sick, which is the doctor's words need to be pointed out by the teacher to the center of the "rabbit is not sick, there is no identical two ears in the world." This kind of indirect reasoning makes it easier for the children to understand, so the later discussion is more integrated with real-life feelings, "What would you do if a child made a mistake? What would you do if a child made a mistake? What would you do if you were laughed at and got angry? What would you do if you encountered difficulties like the rabbit?"
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