Teaching activities and thinking in large classes.
In this semester's "cross-class follow-up" activity, I taught the prose poem "Leaves" of the big class. During the three times of teaching, I adjusted the design of activity links on the basis of continuous research and analysis of teaching materials, in order to make the teaching activities achieve ideal results. Below, I will talk about my own thoughts and thoughts during my three coaching sessions.
First, the treatment of teaching materials 1. The first time I read the prose poem "Fallen Leaves", I found that the biggest feature of this prose poem is the three paragraphs in the middle. It has very regular sentence patterns and very beautiful language. In the design of teaching activities, I can take these three paragraphs as the key content to guide children's learning.
Therefore, in the first teaching, the second teaching goal of my activity is to learn the sentence pattern of "leaves-small animals-"and experience the beauty of prose poetry. The difficulty of my activities is to learn sentence patterns on the basis of understanding prose and feel the beauty of prose language.
2. Reading the prose poem "Leaves" for the second time, I found that the last paragraph of the prose poem is actually based on the first three paragraphs, and the sentence structure has been adjusted, which is an improvement in content. How to deal with the content of this paragraph, whether to study alone or combine the first three paragraphs, and how to reflect it in the design of the later teaching links will affect and guide my next teaching design.
When I was teaching for the first time, when I was enjoying the last paragraph of prose poetry, I showed it to my children alone. After learning the previous prose poem, it is rather blunt to use "let's continue to listen" as a transition. Therefore, in the second tutoring, I presented the content of the last paragraph to my children directly in the background music after they finished learning the last paragraph of prose poetry (collective recitation). This treatment not only makes children feel novel, but also makes the transition between all links smoother.
3. Reading the prose poem "Leaves" for the third time, I found that the first paragraph of the prose poem is actually a good introduction, and the full text can naturally be drawn out by presenting the first paragraph.
In the first two tutorials, the pictures I used were still, and I asked a lot of questions after showing them. These questions not only don't help me much in learning prose poems, but also make the introduction part too complicated. So when I was teaching for the third time, the PPT pictures of fallen leaves were dynamic. After the pictures were presented, I asked a very simple question, "Autumn has come, what happened to the leaves on the tree?" Directly present the first paragraph of prose poetry, let children enter the beautiful artistic conception of prose poetry and stimulate their interest in learning.
Second, the handling of details 1. Sentence learning In the process of sentence learning, I created a language environment for children to watch, listen and speak, which aroused their desire to speak and promoted them to learn languages more actively.
First, the first part of the initial feelings of the content of prose poetry, when I read prose poetry, there is no PPT screen, through a question-"Let the children freely talk about what they heard. Secondly, when reading prose poems for the second time, with PPT pictures, once again pass a question-"Let the children talk further on the basis of the original work." The presentation of the two contents is different, and the focus of questions is different, which makes children gradually enter the world of prose poetry. At the same time, with the help of schema, it provides a framework for children's learning and helps them understand the content of prose poetry.
2. Verbs to deal with the key contents of prose poetry include three verbs: "lie", "sit" and "hide". The appearance of verbs makes what happens between small animals and fallen leaves more interesting and vivid. If the study of verbs is integrated into it, it will definitely make children understand and experience the works more deeply.
First, try to lie collectively. Ask individual children to learn sitting movements, and try hiding movements individually and collectively. Second: pave the way for the final role performance.
3. The presentation of pictures The selection of dynamic defoliation pictures makes autumn scenery more vivid and real. Compared with static pictures, the effect will definitely be better, and it can also attract children and stimulate their interest in learning.
The use of four large background pictures makes the final role performance full of fun and stimulates children's interest in continuing to learn and play games.
Through this "following classes across classes" activity, I gained some new knowledge and experience in how to deal with teaching materials and design activity plans. I think:
First of all, we should study and analyze the content of the textbook repeatedly, and have an overall grasp of the textbook. We must "read and taste the full text over and over again".
Secondly, we must deal with the details in the textbook, and we must "think carefully and reflect the details".
Teaching activities and reflection in large classes (Ⅱ)
"I forgot it when I heard it, I remembered it when I saw it, and I understood it when I did it." This philosophical slogan hangs on the wall of the library in Washington, USA. Explain that no matter what you do, you can't just listen, and you will soon forget it. It's not enough just to look. Although it is better than listening, I can remember something, but can I understand it? Not necessarily. If you try it yourself, you will understand the truth and use it handy.
Let the children take the initiative to explore.
In class, many teachers are always worried that children don't understand, and they always talk about it themselves in class. As a result, children are not interested and the teaching effect is poor. Therefore, children must change the traditional learning style of "teachers talk and children listen" and strive to cultivate the initiative of acquiring knowledge, understanding knowledge and applying knowledge.
First of all, let children have the desire to make. Only with interest, children will take the initiative to observe self-study. At the beginning of the activity, I was not in a hurry to let the children make it by hand. Instead, let children enjoy windmills all over the world, and enjoy all kinds of beautiful windmills made by teachers through the internet to stimulate their interest. After a few minutes, the child's appetite for learning to make products by hand has been raised. Taking advantage of this enthusiasm, I began to lead my children to the topic, let them learn books by themselves first, and then make them by themselves. If some children feel unable to start, give them individual counseling and lead them on the road.
Encourage children to question and solve doubts.
Problems are the starting point of children's learning. Children have a strong sense of problems and a strong thirst for knowledge. Therefore, many educational experts put forward the view that it is more important for children to find problems than to solve them. Open class ensures that children find problems and think about them.
In the process of playing with windmills, children found and raised many questions: Why did the small wind car turn to the kite instead of turning? Why does the windmill turn so fast when there is wind? Why does your windmill blow faster on the side than on the front, but the teacher's is the opposite? Why do the teacher's two windmills turn in different directions? ..... Teachers should pay attention to these problems, encourage children to express their opinions boldly and solve problems through collective wisdom. In particular, teachers should patiently listen to some seemingly barren questions and give him the opportunity to show them, perhaps to find the spark of children's innovation, so that children's learning gains are far higher than expected.
Open teaching allows children to explore in cooperation.
Open teaching can let children move freely. First of all, they are happy. Second, they are serious. Third, they want to ask the teacher when they can't. The effect is obvious. You can look at the classroom records of the United States, the world's number one power. That's what they ask children. Their starting point is that children dare to ask questions, and the end point is that children can solve problems by themselves. The core of the method is to let children move freely.
Many educational experts have also put forward the view that it is more important for children to ask questions than to solve them. The open classroom provides time and space for children to express their opinions freely, so that children can dare to question and ask challenging questions, and promote the exploration of information in the discussion of problems in order to acquire knowledge and skills. In the process of making small windmills and discussing, the children let them work in groups. Finding and arguing problems in play is helpful to solve problems together and cultivate children's cooperative habits and spirit from an early age.
Activities give more play to children's main role and make children the protagonists of the activities. Let them find problems in the process of learning, find solutions to problems together, and apply them to their study, life and work.
Teaching activities and reflection in large classes (3)
I come from China, and I launched a social activity today. I set two goals in the activity: 1. Let children know about China's long cultural history. 2. Cultivate children's feelings of loving the motherland from an early age and feel the pride of being a China person. Judging from the effect of the whole activity, both objectives have been achieved. Because we have enriched the children's national day knowledge before the activity, I introduced it in the form of dialogue at the beginning of the activity: if we are all from which country! This is straight to the point, simple and clear. Next, show the national flag and guide the children to know our national flag. On this basis, we let our children watch our four major civilizations and our main costumes > Tang suit, the quintessence of our country, and China Kung Fu. Through the watch of this department, children can gradually understand the long history and culture of China. Because of the way I use video, children can always maintain good attention when moving and static are combined. Then let the children experience the pride of being China people in the form of games.
However, the shortcomings in the activity are that the teacher did not improve the children's feelings in time at the end of the activity, and the children did not express their feelings of loving the motherland well. In the game session, the teacher didn't ask for it in time, so when the children played, it was a bit messy. From today's activities, I learned that as teachers, we should always pay attention to the connection of each link, so that the activities can be smoother and more perfect.
Teaching activities in large classes and reflections (IV)
The little mouse in the grass is humorous, cheerful and jumping, which seems to take you into a carefree jungle fairy tale world. The whole song is divided into distinct sections with distinct rhythm, and the melody style of each section is different, which is convenient for children to imagine happily and freely, and can express the happy life of a little mouse with music. It is sensible and acceptable for children's age characteristics, and I think it also meets the requirements of kindergarten music appreciation and material selection. In this activity, children can imagine music through music appreciation, and on the basis of imagination, independently express the image of music, so as to achieve the purpose of better feeling, understanding and expressing music. The objectives of this activity are as follows: 1. Feel the cheerful and jumping style of musical humor, and feel the smart and lovely musical image of the little mouse. (Teaching difficulties) 2. Try to listen to the change of music melody and express the image and content of music with body movements. (Teaching emphasis)
1, the rhythm is ahead of time, and the difficulty is broken ahead of time.
In the activity, I used the rhythm premonition, and launched the rhythm games "cutting potatoes" and "cutting potatoes". Through the game of cutting potatoes with the palm of my hand, I became familiar with and felt the rhythm in advance, and felt the typical rhythm type _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ During the activity, the children also felt relaxed and happy, and each child was very involved, which not only stimulated their interest, but also concentrated their attention.
2. Music stories help the story to understand.
It is difficult for children to appreciate and perceive music directly, so in the activity, I use music stories to help children understand the structure and emotion of memory music (the combination of narration and music), and make up a story based on music: there are a group of lovely mice living in the forest. They go out to play in neat rows every day, but there are always some naughty mice running out of the team and coming back. Walking, I suddenly heard the voice of "lion". Listen again, it turned out not to be; I heard the voice of the tiger again. Listen again, but it's not true. The jungle is safe today. They quickly cleaned up the chaotic team, began to climb the hillside, and then slipped down the high hillside! The little mice walked on. They came to a beautiful meadow: flowers were blooming beautifully, and many butterflies and bees were dancing. They are so happy! It's getting dark, little mice go home quickly!
Segmentation matching between stories and music helps children to understand music, thus improving their ability to distinguish and understand music.
3, physical games, intelligent performance of music
Music is fluid and abstract. How to make children feel the "humorous, cheerful and jumping style characteristics of music, and perceive the smart and lovely musical image of mice" and show it? After repeated thinking and constant trying, I finally borrowed physical games such as "finger" and "palm" to reflect the lively and agile musical image of the mouse with the rhythm of life.
4. Use teaching AIDS to add interest and charm.
In the last part of the group game performance, the "long front teeth" of mice were carefully designed for the children, who dressed up as mice to make the children more lively and interesting in the group performance activities. The whole musical performance was full of fun, which greatly stimulated the children's enthusiasm for participation and gained an excellent musical experience.
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