Kindergarten middle class teacher teaching reflection (generic 13)
As an excellent teacher, we have to grow rapidly in teaching, through teaching reflection can effectively improve their teaching ability, excellent teaching reflection have some characteristics? The following is my carefully organized kindergarten middle class teacher teaching reflection (generic 13), welcome to read, I hope you can like.
Kindergarten middle class teacher teaching reflection Part 1
In the process of cultivating young children's active learning, my concept of education has changed, and I have some thoughts about the teacher's over-organization of group activities in the day's life, and try to reduce some unnecessary requirements for children.
Today, I did not follow the usual practice of letting the children act in groups. Some of the groups in the nature corner to observe, talking about what; some stand in front of the newly posted activity area record sheet, looking for the name of self, talking about who has the most red flowers; some simply go to the table, flipping through the teacher at noon to prepare for the class left the book there. I didn't disturb them because the children were all doing something meaningful and talking about topics of interest. Kindergarten life should be disciplined, but at the same time, it is important to let children live a simple life, give them the right and opportunity to dominate themselves, let them decide for themselves what to do first and what to do later, which will have a more profound meaning for them to adapt to the social life in the future, take the initiative to restrain their own behavior, and constitute the necessary concept of time. I decided to let the children have more free time in the future, so that they live a little easier.
Historically, what kindergarten children do at what time has been organized by teachers as if it were the order of the day. In order to take care of our children, we ask them to do everything as they are told, and many activities have to be done in groups. Of course, with so many children in the class, lining up and waiting is inevitable. The children wait passively and helplessly, their time is wasted and their initiative is gradually eroded. In order to avoid "chaos", the teacher must make it a rule to "stay in line," and "don't talk at random."...... Some children with poor control skills, active children, and children with strong initiative and autonomy can't stand the boredom of waiting, and will often and constantly affect the discipline. This invites criticism from the teacher. Too much criticism, resulting in tension between young children and teachers; too much blame, but also make their self-esteem frustrated, lose motivation. It can be seen that too much group constraints will affect the active development of young children, should be reformed as soon as possible.
Teachers take the lead and try to give autonomy back to the children. Give the children the right and opportunity to dominate themselves, let them decide what to do first and then what to do according to the scenario, learn to use their time wisely, arrange their own activities, and be a mindful, active person. This kind of exercise enables children to constitute the personality quality of autonomy and initiative. It not only creates the conditions for young children to become richer and more interesting in life today, but also lays a good foundation for them to cope with the society comfortably in the future.
Kindergarten middle class teacher teaching reflection Part 2Because most of our children live in the countryside, where it is customary to have activities such as social fires at festivals. 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 they actively participate in every healthy activity. The warm-up exercise fully mobilizes the children's aggressiveness, and at the same time 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 process of mutual coordination, the learning efficiency of children can be improved.
To kindergarten first gave me a shock is to subvert my concept of the traditional kindergarten, kindergarten children, although small, but they also have a teaching task, but their teaching task is not to teach children to recognize how many Chinese, learn how many mathematical problems, kindergarten aims to develop the child's brain cell synapses, to enhance the child's brain development. For example, I know a two-year-old child, he may have memorized the Three Character Classic, but now he can not recite a sentence, or he may not be able to do an arithmetic problem, but everyone who sees him for the first time will be amazed: this child is too smart. Why? Because his eyes give people the feeling of aura, and his way of thinking to see a thing is much stronger than that of his peers, and it can be said that it is beyond the thinking that children of his age should have. Also for example, we usually see such a child, he can not understand the words of adults, while some children, what you say to him he can understand, this is the gap between the children.
But I'm not talking about the so-called geniuses and prodigies, there are very few of them, not none, but most of the children are born the same, they are ordinary babies, so they will have different growth results, and their growth experience is inseparable. Some parents pay more attention to their children's education, but they don't know how to educate their children scientifically, give their children the knowledge they really want, and let their children grow up freely. Such children may be excellent, but their brain cells are wasted a lot, which affects their possibility of becoming geniuses. Some parents simply leave their children alone and let them develop. Such children are dangerous because they will spontaneously learn new knowledge from the outside world, which may be good, but it is not excluded that there is bad information coming in, so that the child is in danger of going astray. There is also a category of parents who manage their children especially strictly, letting them learn a lot of things, such as piano, violin, dance, painting, etc., regardless of whether the child loves it or not, which I personally think will erase the child's innocence, or in other words, it is the child's childhood that should have the fun of the child directly strangled in the cradle. The idea of letting your child learn more is good, but let your child make his or her own choices. The last category of parents is those who both know the importance of education and know how to educate their children. The child educated by such parents, even if he is born with defects, will live his life to the fullest.
Kindergarten middle class teacher teaching reflection Part 4Before this theme activity, because we have carefully analyzed the overall goal of the theme activity and the sub-goal of the sub-theme activity, so in the process of the whole implementation of the activity can grasp the direction of the theme, to the expected to reach the goal can be done in mind, to avoid the previous in the development of the theme activity when the study is not comprehensive enough drawbacks. So whether it is the organization of group teaching activities or activities after the extension, are always around the theme of the goal to carry out, so as to achieve the desired goals. This not only helped the children to enhance their relevant experience, but also developed their thinking skills, language skills, imagination and expression skills. However, we teachers do not know enough about the habits of some animals, and in the future, when designing the activity program, we have to go through the relevant channels to obtain the corresponding knowledge, so that children can obtain a more correct and scientific knowledge.
In the children's operation, I also appreciate the richness of the children's imagination, a string of fluttering wind chimes, a telephone on a number of buttons, a wriggling caterpillar, a fluttering butterfly are leaping on the paper, a simple circle in the children's pen interpreted into a beautiful painting. In the final part of the activity, the activity is usually ended by evaluating the children's works. In this activity, I also arranged a small session in which two teacher's examples were presented after the children introduced themselves to the circle paintings in their works. In these two well-prepared examples, the teacher arranged the different objects of the circle paintings in a reasonable way, and became two paintings with complete pictures and reasonable structure. I think these two works not only let the children appreciate the various variations of circle painting, but also convey the concept of "beauty" to the children, so that the children can improve their art appreciation skills, and at the same time, promote the children's ability to improve the layout and construction of the picture.
Kindergarten teachers teaching reflections Part 5
Autumn fruit, this activity is carried out after the loopholes and shortcomings are many, I do a reflection from the following aspects, in order to be in the future work of teaching to achieve greater improvement.
1, insufficient preparation. Before the lecture should do to memorize the lesson plan and to do to prepare students, and before the lecture should be predetermined to teach each part of the problem, how to deal with.
2. Focus on the surface, not the essence. This section of the teaching objectives should allow children to deeper level to recognize one to two fruits, after a fruit deep into the knowledge of other fruits. To be able to recognize the fruit "skin, core, pulp."
3, the teacher to treat the classroom of the sudden plot can not be dealt with spiritually. Like "children to the supermarket a squeeze a take fruit, some individual children picked up after a bite of fruit" to deal with this unexpected link, teachers do not know what to do, this time to guide the children, to the supermarket to choose the fruit should be a rule, can let the children say how to do, rather than complaining and reprimanding.
4, lack of appropriate evaluation. I lack of educational mechanisms in the activities, educational evaluation language is scarce. Like "you're great, your hands are really dexterous, you're really good." The evaluation language is single. I didn't evaluate every answer and performance of the children during the activity. No summary is given after each session, especially after the work is finished.
5, the question of the effectiveness of attention. The question is always indicative of invalid questioning. Like "Do you like it? Do you feel beautiful?" Activities in the process of the problem for the lack of effectiveness for young children, the activities of young children with the problem of practical observation and thinking, clear participation in the goal, so that the activities are targeted, the results will be more effective.
6, there is no boundary between class and class, there should be tight and loose.
The above points are not only for reflection after the open class activities, but also should be more attention in the daily teaching activities to accumulate more learning, so as to improve the quality of self-teaching.
The other day, I taught the children to draw a big head, and I was worried that they would not be able to draw well. I wanted them to draw with a pencil first, but I also felt that pencil is not good for drawing, rubbing around and losing the true color. So I let the children draw directly with a black pen.
I first explained to the children how to draw a big head, let the children continue to observe the characteristics of the character's image, and encourage the children to boldly imagine. When I began to let the children draw on paper, I looked at each child's work, and I was very surprised that the characters they drew were basically the same, all the ponytails of the little girl. I suddenly realized that the children's minds had been confined by their teachers and had developed a certain stereotype. All are round head, round eyes, long hair ...... I let the children stop painting, continue to show the children some special cases, observe the image characteristics of each character, let the children understand that each character has different characteristics, not necessarily the head is round, some may be oval, some may be like a triangle, what kind of All kinds of shapes are possible, so that the children's minds are constantly expanding. There are all kinds of eyes, open eyes, closed eyes, big eyes, small eyes, and all kinds of shapes. So I asked the children to draw again.
That's when I finally saw the effect I wanted. Some children drew a square head and a trapezoidal body. Some of the children were not as fluent as the adults, and their heads were a little crooked, and their eyes were not in the right place. I wanted to stop them, but then I realized that this would be a really different kind of work. When the children finished their drawings, I found that the characters really had a different feeling, and that feeling was "the flavor of a child". Some children were afraid to draw at first, but with my encouragement, they tried their best to draw a big circle on their own paper. Unlike adults, children have many strange ideas when it comes to adding the five senses, and some chose to decorate their noses with triangles. As a piece of artwork was portrayed by them I realized that children's ideas are really colorful. The characters they drew made me feel different and even unexpected.
I suddenly realized that there are many times when teachers fixate on children's ideas, often instructing them that you draw this, you draw this, you draw that. However, children may have their own ideas, and their world is different from that of adults. We should let the children show their own world as much as possible, without too much interference, so that the work has a child's flavor.
Kindergarten middle class teacher teaching reflection Part 7This semester I was deployed to the middle class. For a teacher who has just finished taking a large class, I always feel that children in the middle class are somewhat lacking in self-care skills, plus I often hear parents complaining that their children don't do anything at home, they can't eat by themselves, they can't dress by themselves, they can't organize their own toys, and so on, so I'm carefully arranging for this class for these scenarios.
In the activity, I first used the question of the way to introduce, "What can your little hands do?", so that the children for the activities of the children's song imitation to do a good preparation, but also let the children realize that the growth of the body in the self.
I prepared the teaching aids before the activity according to the information of the children's song, and expressed the children's song in the form of pictures, which smoothly guided the children to understand and master the information of the children's song, and easily solved the focus of the activity. Under my guidance, the children were able to tell and compare their own pictures and objects, and to say "what I do at home". After letting the children tell their stories freely, the children's desire for "I want to say, I want to say" was fulfilled. After that, I made pictures of the children's songs before the lesson (Dad, Mom, Grandma, Me, Clothes, Feet, Table, Lantern), and showed them in the order of the songs when I read them aloud, so that the children could easily read out the songs by looking at the pictures. I also took the children to read aloud in groups and used relay reading and single reading to stimulate the children's interest in reading aloud and deepen the children's memory of the children's song.
After the end of the activity, I realized that I only paid attention to the children's memorization of the poetic material, but neglected the imitation, just I put the children can do, into the children's songs, but for the teaching objectives are not complete. I think, in the activity should let the children with "I can xx" sentence for bold expression, and according to the children's information in time, so that the children in the children's song information naturally migrate to the real life experience of the self, but also naturally into the third link to create children's songs. In this way, children can forge ahead to create their own children's songs, so that they can experience the joy of creation and the joy of success.
Next time when I carry out this activity, I will have to implement the teaching activities around the objectives, so as to achieve better teaching results.
Kindergarten middle class teacher's teaching reflection Part 8
This week we had a middle class language "Big Tree and Little Bird" one lesson and three discussions on the seminar activities. I made the following reflections on this activity.
It is pointed out in the Outline that the key to developing young children's language skills is to create a language environment that enables them to want to speak, dare to speak, have the opportunity to speak and enjoy speaking. The whole activity is progressive and the children's attention is relatively focused. In the first part of the introduction, I show the size of the words first and let the children say what they are. Because in the usual activities, I found that a large part of the children know the words big and small. So I want to make these two words as my introduction link, so as to arouse the interest of the children.
But after the teachers' discussion, they felt that this discussion session was not unusually good and should be introduced with emotional engagement. In terms of teaching aids: I did not draw a sentence line on the blackboard, resulting in children looking at the picture is very difficult, I do not know whether it is from top to bottom, or from left to right. In the final segment of the imitation activity, "Who else lives in the tall tree besides the birds?" The language here should be a little more refined to be able to say, "What other small animals live?" In the whole activity, lies in the experience of the big tree and the bird between mutual love, interdependent emotions. This link can be said to be the embodiment of the concept is not clear, I was imposed on them. Even no children can experience the emotion. Therefore, when children learn the children's song, they only memorize the song but ignore the expression of emotion. The goal of this activity is to let the children both express their emotions and learn the song. So I didn't quite get to the preset goal.
After this activity, I have to remind myself that I have to carry the key points of the activity in my mind, and before the activity, I have to think about how to break through the key points in what way and in what language, and how to say that the children can understand and understand, and can reach the expected goal. I hope that I can make new breakthroughs in my future activities.
Kindergarten teachers' teaching reflections Part 9Mushrooms are often contacted by children in many storytelling activities and are easily accepted by children. The Mushroom House is a lively fairy tale, the story content is simple and easy to understand, and the comparison of mushrooms and apples, chairs, tables and so on, is more subjective and easy to remember. The content of this lesson guides children to understand the content of the story and to be able to clearly state the growing process of mushrooms. Encourage children to follow the clues provided by the story to imagine boldly, stimulate children's creative thinking.
In the beginning of the activity, I start the activity in the form of questions to the child's own house as a clue, free to describe their own house, and then like what kind of house to develop associations, and then lead to the main character of the story. Understand the content of the story in sections. Take the children to read the story in the form of books, show the pictures, the children observe and imagine the content of the story, and tell their own opinions. Then reveal the content of the story, which is more helpful for children to memorize. In addition, after the story is told, focus on the recognition of one, two, three and four. Combined with the story, young children can quickly understand and recognize.
In the process of learning fairy tales, I use a variety of forms to guide children to learn, speak, and practice. At first, let the children observe to raise interest, and then read collectively, roughly understand the content of the story, grasp the focus of the key to memorize, and then read freely to try to tell the story, the children free to tell, the teacher found problems in time to help and prompt, and then collectively tell. In a good understanding of the content of the story on the basis of role-playing, children are very interested. The first time I saw this, I was able to see the children's faces, and then I was able to see the children's faces.
But in the process of the activity, we found that some children are not willing to speak, whether in the free imagination or collective narration is rarely speak, no matter whether it is to encourage or ask questions are not willing to speak, this is our class has always existed but can not be solved.
kindergarten teacher teaching reflection part 10For the trapezoid, most children have a perceptual understanding of it. In this lesson, I combined this perceptual knowledge of the children and designed the sessions of finding shapes, cutting shapes and drawing shapes. Let the students in these activities, to strengthen this perceptual understanding, at the same time, through comparison, through the teacher's point of view, this understanding to rational understanding.
The whole lesson is introduced by the "Finding Figures", students in the process of finding, can experience a personal participation, to obtain the experience of success. After looking for shapes, I didn't let the children directly take the material out to cut, but let them overlap the trapezoid and the rectangle to compare, in the process of comparing the trapezoid to recognize some of the characteristics of the trapezoid, which strengthens the children's perceptual understanding.
In the cut trapezoid link, let the children take a piece of graphic paper to cut it, let it become a trapezoid. This process fully stimulates the children's hands-on potential and the potential to recognize the basic characteristics of the trapezoid. Although some of the trapezoidal cuts are not quite right, and some time is wasted, I think this is very real, this is a very valuable process of independent exploration, in this process, they have gained direct experience of the characteristics of the trapezoidal self.
In the drawing of shapes, the children were asked to pick out the trapezoidal shapes and color them to further deepen their decision and understanding of the trapezoid.
Of course, in the design of the question, I did not do enough, many questions are more casual, and there is no clear purpose and guidance, this point in the future teaching, careful study of the materials, carefully designed. I may have been too stingy in evaluating the children in this activity. When the children did well in some areas, I simply said "yes" or "good", which inadvertently stifled some of the children's creative ideas and reduced the children's attentiveness to thinking. I have noticed this, but I also feel that my evaluation lacks impact, this is something that I need to pay more attention to in my future teaching, and I need to ask for more advice from experienced teachers.
The traditional game of "building a cave" and "passing through a cave" can give play to children's creativity and spirit of cooperation, and is very popular among children. In order to meet the interests of young children and exercise needs, in a safe and hygienic environment and under the reasonable guidance of the teacher, exercise by heart, enhance physical fitness, and improve creativity and cooperation potential, I carefully designed and organized the "Funny Cave" sports activities.
"Funny Cave" this lesson, can meet the interests and needs of young children on physical activities, but also young children are very fond of physical activities. This activity first let the children to human body movement "build cave" game, and then explore the paper stick cave and iron circle cave play, and try a variety of ways to pass the cave, drilling cave game is simple and easy to do at any time, funny and practical, to avoid the activity of monotonous action practice brought boring, let the children to learn happy, practicing simple. The whole activity alternates between static and dynamic. The whole activity alternates between movement and relaxation, which is suitable for the physical and mental development of young children.
The shortcomings are: some children did not master the skills of drilling the iron circle cave in the activity, and often knocked down the circle, in addition, in the future activities should be adjusted to the amount of children's activities, the density of the activities, the difficulty, and pay attention to the individual differences, so that the children of different levels of development are able to achieve the goals through the self-moderate efforts.
Kindergarten teachers teaching reflections Part 12In the "grown up" activities, when the activities to imitate the children's song information appeared to me more difficult problem, the children in the imitation of the children's song is always turn but turn, always around the self, thinking is limited, and can not think of the self of the things will also become longer and shorter. I thought it might be that my guidance was out of line, because at first I just explained and guided them verbally, which seemed to overestimate their ability to think abstractly, and then I guided them with food and movement, and only then did some of the children respond.
1. Throughout the whole session, the children were centered on the ideas designed by the teacher, and there was no room for free exploration.
2. Activities, the child's interest 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 teaching methods.
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, supply materials conducive to children's active activities, so that they can learn the crude mathematical knowledge in the operation to cultivate interest in learning and development of 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 a bystander to knowledge, but the active constructor and creator of the meaning of knowledge, and the protagonist of the young children's role is not mercifully bestowed on the teacher, but as a natural part of their learners. In the field of mathematics education for young children, it is important for them to learn how to apply mathematical ideas and methods to solve vivid practical problems around them, rather than treating them as a kind of knowledge base or dogma. We need to do a deep reflection from the concept to behavior, to make the kindergarten mathematics education really effective and even efficient, there is still a long way to go, let us *** with efforts to do:
Give children a space, so that they will always move forward; to give young children a condition, so that they have a piece of the blue sky of the self. It is to improve young children's reading skills and language expression skills. In the design of the program, I put forward according to the learning characteristics of my class in the activities need to explore the problem, namely: how to combine the story teaching to improve the development of young children's reading skills after the activity, I according to the activities of the scene around the proposed problem to make the following reflections.
Kindergarten teachers teaching reflections Part 13The art activity "Buying vegetables" is one of the activities in the theme activity "fragrant vegetables". In the introductory part of the activity, I talk to the children in the form of conversation about buying vegetables with their families. It creates a relaxing and pleasant atmosphere for the children and gives them a space for free play in a consultative tone. Recall their own experience of buying vegetables, through a simple description of the varieties of vegetables for the activity of the creation of the link to make a simple preparation. In the process of learning the song, I used the complete teaching method to let the children learn to sing, through the image of the picture, simple action, the children quickly understand the lyrics and produce active interest in learning to sing, and actively participate in the process of learning to sing the song. In the process of creation, I gave the children both simple and slightly difficult tasks, the simple one is to let each child draw a kind of vegetable they want to buy, the difficult one is to let the children imagine how to design the corresponding lyrics, which provides the children with a space for self-expression, although it is difficult, but a lot of children can make up the corresponding lyrics according to the different characteristics of the vegetable, and singing their own new songs, the children's self-confidence is more powerful, and the desire to sing is also higher. The children's self-confidence is stronger, and their desire to sing is also higher.
In the new teaching of the song, I focus on the activities of the program step by step, but not fully consider the children's acceptance and digestion, although I see that the song has a difficult point, but did not focus on out of the individual learning to sing, or in the practice of the practice of slowing down the speed, so the children sang a little less often, did not completely master the song.
In the creation of the song, the children have a good grasp of the rhythmic pattern of the lyrics, and they can make up lyrics such as "tofu is white and tender, mushrooms are white and white," but in the lyrics, the children did not express the last dish in three words, and if I had used the contrasting method in time to let the children identify, such as the children made up "garlic, loofah and melon," the children would have been able to make up the words. "Garlic, loofah, crab", I can say: "Then I say it as garlic, loofah, crab which sounds good?" I believe that the children will find the rules of creation in such a comparison. At the same time, for the new lyrics created by the children, I should let everyone focus on learning and singing these lines together, and then sing the song in its entirety, which I believe will have a better effect.
There is also the fact that after I sing the song for the first time, I ask the children to say what kind of food they have bought, and when the children say the name of the food, I should directly link it to the lyrics, and then show the pictures to help the children memorize the lyrics.
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