As an excellent people's teacher, classroom teaching is one of our tasks. With the help of teaching reflection, we can learn a lot of lecture skills. How to write teaching reflection? The following is my reflection on the teaching of kindergarten middle class (general 10), I hope it will help you.
Reflections on the teaching of kindergarten classes (general 10) 1 Penguin ice delivery is a very interesting story, which can stimulate the friendly feelings of mutual care and help between children and friends. From this, children can understand that ice will melt when heated, so this is a teaching material to develop children's various abilities. After the whole class, I feel that children's thinking is very active, especially like to say that children can basically understand the story of penguins giving gifts and feel the good feelings between friends. Think they are really great! But I am not a very good teacher.
After class reflection, I summarized the following points:
First, I am not natural enough to inspire and guide. Sometimes, after a child answers a question, I don't know how to respond to him. I have to think about it before giving him an answer. This aspect is really lacking.
Second, how to guide children to answer questions is also crucial. After all, the child is very young, and sometimes he is willing to answer, but he never reaches that point. At this time, if I do what he thinks, it will distract the children and their study will not achieve the expected effect, so this is very important! Experienced teachers can naturally lead to classroom topics according to children's answers, so that children can learn happily, and the effect is very good!
Third, my ability to improvise needs to be improved. Children have a wide range of thinking. Teachers must master each child's heart flexibly in class! Sometimes a little neglect can make children vulnerable. Today, when I was asking a question, Ge Yizheng suddenly said, "Teacher, you didn't call me when I raised my hand!" " My face is depressed. I immediately said, "I see you, but many children are raising their hands, one by one." I'll let you answer later, okay? " I'll let Ge Yizheng talk right away, and he'll be happy when he's finished. Although I didn't respond quickly, I caught the child's heart! So my ability to improvise needs to be strengthened in the future!
Today's class makes me feel lost and relaxed! As a teacher, there are really many things to learn. Only by constantly trying and learning can we master newer ideas and better teaching level!
Reflection on the teaching of kindergarten middle class (general 10) 2 The development of kindergarten mathematics teaching is a useful extension and supplement of kindergarten teaching activities. In the form of group activities, in view of the necessary mathematics education goals, many opportunities for children to think with their brains and operate with their hands are provided, so that children can play their initiative, enthusiasm and creativity in the activity area. So that they can develop on the basis of the original level. Then, how should the kindergarten mathematics activity area be developed? Based on my work practice in recent years, I would like to talk about my personal views and experiences:
Teachers should be clear about the goals of mathematics activities this semester, and what kind of goals they have should be studied and designed to achieve a certain goal. Create a good environment consistent with the mathematical goals through the data operation education intention in the mathematical activity area. For example, the goal of this week's small class math activity is to "classify objects by color and find objects with the same color from objects with multiple colors". Then, small class teachers should supply materials around this goal when setting the calculation activity area in the week.
It is important to put homework materials in the math activity area. Operating materials are the media of education, the tools to help children systematically construct mathematical knowledge and induce them to explore and learn actively, and the material pillars applied to operating actions to make external material actions gradually evolve into internal conceptual actions. Providing materials is not only the preparation before activities, but also an important means to guide children to learn mathematics knowledge and develop their thinking ability throughout the whole educational process. Therefore, the supply of homework materials should fully study the cognitive characteristics of children of all ages. For example, small class children are easy to imitate in the cognitive process, with poor learning purpose and weak task consciousness. They are interested in moving tools and using them. However, in large classes, their learning objectives have been enhanced, they can work hard to complete their learning tasks and attach importance to learning results and evaluation. The cognitive characteristics of small classes and large classes are different, and the effects of the same materials are completely different. A teacher in a large class used the seal and the composition of physical exercise once, and the effect was very good. Therefore, it is necessary to integrate learning tasks into materials, such as adding some materials such as homework sheets. Children will be interested in operating according to the requirements of the homework list and cooperating with the real thing. In the activities, they can not only get the practice of relevant knowledge, but also cultivate their sense of task, thus obtaining the satisfaction of success and enhancing their self-confidence. Therefore, we should pay attention to the cognitive characteristics of children at all stages when putting in materials.
Taking the "row by row" activity in middle school mathematics as an example, it shows that the "row by row" activity is carried out on the basis of children's understanding and familiarity.
According to the Guiding Outline of Kindergarten Education, I have set the following three teaching objectives.
1, let children learn how to compare multiple objects. In the first activity, use multimedia courseware to show five pictures of watermelons with different sizes. First, let the children know that these watermelons come in different sizes. Let children think about the arrangement of watermelons from childhood, and how to teach children how to sort multiple objects on the basis of their thinking mode.
2. You can compare and sort the objects according to your needs. For example, I prepared a picture of a big tree for my baby. The purpose is to arouse children's interest, cultivate children's hands-on ability and observation, and it is also a sublimation to compare children's learning of multiple objects.
3. Cultivate children's visual ability and logical thinking ability. This goal is currently mainly reflected in the third activity. Children compare the thickness of boxes by visual inspection, which is also one of the teaching methods I use.
In the activity, I also used the game method and the search method. Through game activities, I can promote children's correct understanding of the spatial form of objects. For example, give children pictures of trees with different thicknesses, guide them to arrange them from coarse to fine, and guide them to take out the thickest tree at a time until it is completed. Then put away the trees one by one in the order from fine to thick, and put them back in their original places, which invisibly cultivated the good habit of children sorting out toys. In a word, this class has achieved my preset teaching goal.
The above methods also have some shortcomings in teaching activities. For this lesson, although the overall teaching objectives have been achieved, I think there are still some necessary deficiencies:
1, the whole activity, the children are around the teacher's design ideas, there is no room for free exploration, I think this is a misunderstanding of my design activities.
2. In the process of activities, children's interest is not high, game activities can't attract children's interest, and the classroom atmosphere is inactive. I feel that it doesn't meet the age characteristics of children, and the teaching methods need to be improved.
Mathematics teaching in kindergarten middle class depends on the necessary educational objectives and materials, and on the cognitive characteristics of children of all ages; According to the actual level of each child; Create a good learning environment for them, supply materials conducive to children's active activities, let them learn shallow mathematics knowledge in operation, cultivate their interest in learning and develop their intelligence. In addition, we should develop good study habits, such as loving hands-on operation, loving thinking and being curious to prepare for entering primary school.
Kindergarten mathematics education is an indispensable part of preschool curriculum. The new curriculum view and knowledge view also tell us: "Children don't passively understand knowledge, but construct and discover knowledge, not bystanders of knowledge, but active constructors and creators of knowledge meaning, and this protagonist of children is not given by teachers kindly, but naturally owned by them as learners." In the field of children's mathematics education, let children really "learn to apply mathematical viewpoints and methods to solve vivid practical problems around them, rather than regard them as knowledge reserves or dogmas." We need to reflect deeply from concept to behavior. There is still a long way to go to make kindergarten mathematics education really effective or even efficient. Let's work together to achieve:
Give children a space to move forward forever; Give children a condition to have a blue sky of their own.
Reflections on the teaching of middle classes in kindergartens (General 10) 3 In this activity, I designed a "small pit" for Chinese activities in middle classes with three goals:
1, learn to read, understand the meaning of the picture, and simply say it according to the meaning of the picture.
2. Understand the content of the story, initially understand the interesting phenomenon of water surface imaging and try to perform the story.
3. Improve children's reading ability and language expression ability. When designing the scheme, I put forward the problem that needs to be explored in the activity according to the learning characteristics of my class, that is, how to improve the development of children's reading ability by combining story teaching?
After the activity, I made the following reflections around the questions raised according to the situation in the activity.
1, children's reading time and form adjustment.
In the first part of the activity, I presupposed that children should read and tell stories. In the process of implementation, I left little time for my children, leaving many children with no chance to tell them. It can be seen from the analysis that there is a gap between children's learning level and children's learning level. Teachers should take the gap into account in the process of guidance and adjust the corresponding strategies, that is, through formal adjustment, let every child have the opportunity to tell, let the children who understand the meaning of the picture tell themselves first, and then let the children who understand the meaning of the picture tell each other in groups or at the same speed. With such a coordinated process, children's learning efficiency can be improved.
2. Consistency between goal setting and scheme design.
During the activity, the question I asked was "How to improve the development of children's reading ability by combining story teaching? And when designing the activity plan, we set the goal according to the problem, but from the situation of the activity, most of the design links are still relatively traditional, and there is no clear requirement of "reading". The weight of "reading" and "performance" are not important, so according to this situation, I think it is necessary to reach an agreement with the goal setting in the design process. For example, you can try to adjust the link like this: after the child reads for the first time, you can arrange the content of the child's performance, so that the child can accumulate more language experience after the performance, and then the teacher arranges the child's reading activities, focusing on guiding the child's reading order. Through such adjustment, it may be more suitable for the goal and more helpful to solve the problem.
Through this activity, I tried a new teaching method, which was in line with the learning level of the children in my class. So in the future story teaching, I will use this teaching mode again, and make adjustments and improvements according to the problems in this activity.
Reflection on the teaching of the middle class in kindergarten (P 10) 4 The New Year is coming with the laughter of the children, and this semester is coming to an end. In order to test whether children can be improved through games and activities, we specially formulated this evaluation standard at the end of the semester to evaluate. The assessment is guided by educational objectives and materials in five areas. After testing the development of children's various skills, I analyzed the assessment scenario:
Health field:
Middle-class children have the necessary skills of self-protection and self-care in life, and know what to do when strangers come at home. They can walk, jump and run in a self-coordinated way, and they also clearly understand that some children meet in life but skip rope in outdoor activities, so their skipping skills are a little weak, and they will focus on practicing this in future outdoor activities.
Scientific field:
The children in this class are more interested in the changes of the four seasons. The exception is that it snowed a lot this winter. The children are very happy and have a strong interest in snow. They usually ask their teachers some questions about snow and try to understand the relationship between snow and people and other animals and plants. Children are also interested in exploring natural objects and man-made objects, but they often don't want to see the corners of nature after observing them halfway.
At the same time, some children are unwilling to record their self-discovery. Children lack observation records and will not tell everyone what they have seen and heard. Children do well in calculation. Most children can skillfully distinguish numbers within 7 and use numbers to represent the number of objects. Common geometric figures can be recognized, but a few children can't reach them.
Music field:
Children sing loudly, but they can also sing with emotion. Their sense of rhythm is not bad, but some children have a poor grasp of the prelude and interlude of music and lack relevant knowledge. They need more training in rhythm music and music appreciation in the future. The performance of dance movements is good, and most of them will make different movements and reactions when they hear different songs, so we should pay attention to strengthening this training.
Language field:
At the request of the teacher, children can recite a poem they have learned at will and do actions while reading. Middle-class children are a little at a loss about poetry. They prefer interesting and vivid stories. When it comes to telling stories by looking at pictures, it is rare for children to look at two pictures and tell a story, but they can't connect well. I can't tell it vividly, but I can tell it according to the pictures or describe the plot information in simple language, which is almost the same.
Art field:
Most children can draw details of simple objects and choose brighter colors. Have a good appreciation of works of art. Most children can simply cut paper, but only a few children can keep up with the teacher and fold a thing step by step when doing manual work. In clay sculpture activities, children with good hands-on ability and imagination use clay sculpture to create vivid small animals, but some children can only understand simple object images. Children's divergent thinking, self-imagination and creativity need to be improved.
Social sphere:
The children in this class are more interested in the changes of the four seasons. The exception is that it snowed a lot this winter. The children are very happy and have a strong interest in snow. They usually ask their teachers some questions about snow and try to understand the relationship between snow and people and other animals and plants. Children are also interested in exploring natural objects and artifacts, but they often don't want to see the corners of nature after observing them halfway. At the same time, some children are unwilling to record their own self-discovery, and children lack observation records.
Reflections on the teaching of middle classes in kindergartens (10) 5. Powerful means and effective ways of teachers' professional quality. The growth of teachers is equal to experience and reflection. Regarding what reflection is, it can be said that different people have different opinions. Western philosophy usually regards reflection as a method of spiritual self-activity and introspection. Locke thinks that experience can be divided into feeling and reflection according to its source, the former is external experience and the latter is internal experience; Reflection is that the mind looks at itself with its own activities as the object, which is a human thinking activity and psychological activity. Some people also define reflection as the ability of the subject to critically examine his own behavior and situation based on himself. The author thinks that reflection is an individual's critical thinking on his own experience and behavior based on some standards on the basis of analyzing his own experience, monitoring and evaluating his own behavior.
In order to stimulate teachers' research consciousness and cultivate teachers' reflective ability, in teaching and research activities, we advocate preschool teachers to write teaching reflections, and require small reflections after class-big reflections once a week-to always reflect on a theme. In view of the effective organization of kindergarten teaching activities, a spiral reflection chain from shallow to deep is formed. In practice, some teachers have benefited a lot, while others are at a loss. Turning over the teacher's reflection notes, there are some phenomena, such as emptiness and confusion. Some teachers regard teaching reflection as a task-based and coping work, such as the scientific activity "Shen Fu, Teacher Reflection Record": children are interested in inquiry activities and can boldly try and observe the ups and downs of objects, but for a little longer; In the language of "The White Rabbit under the Peach Tree", the teacher reflected that children are interested in stories and have rich imagination, but they don't pay attention to the whole ... and so on. Reflection is superficial and a bit rigid. Teachers' teaching reflection needs correct guidance.
In the final analysis, teaching reflection is a kind of self-awareness, thinking habit and critical spirit of teachers. Sometimes, experiential reflection is a tacit knowledge of teachers. People who are used to rational thinking will always analyze their behavior consciously or unconsciously, so as to regulate themselves. From what angles should preschool teachers reflect and how to guide teachers to write teaching reflections? I just said some immature ideas for reference only.
Through the introduction and design of children, a picture of "beautiful hometown" is presented. During the construction, the children were very serious and busy completing their tasks. I saw Shao Huaiyu's children build flowers and pavilions with snowflake blocks. She first used red snowflakes as stamens, and the children in her mouth counted "one, two, three, four, five, six, one * * *" with six pieces. Then she set petals with yellow snowflakes and counted them. I went over and asked, "Why count?" She said, "So when I build it again, I can make the same big flowers." After listening to the compliment, she is really clever. After all this. By the end of the game, Shao Huaiyu's children had built eight flowers, each with a reasonable color and the same size. It looks well-proportioned and beautiful on the roadside, so when commenting, I focus on the rational use of mathematical knowledge, which will have better results.
Reflections on the teaching of middle class in kindergarten (general 10) 6 I. Theme connotation
Complaining, from the perspective of interpersonal psychology, refers to a unique interpersonal behavior when there are some conflicts and contradictions between people that cannot be solved by themselves, but the disputes are solved with the help of a third party. Children's complaint refers to an interactive behavior initiated by children to teachers when they think they have been violated by their peers or find that some behaviors do not meet the collective rules of kindergartens and some requirements of teachers. In the daily life of kindergarten, complaining is a frequent phenomenon, which consumes a lot of time and energy of teachers. As a special human individual, children's complaining behavior must be different from that of adults. So why do children complain? How do teachers treat children's complaints?
Second, the case description and analysis
Case 1: In the afternoon corner activity, I distributed oil pastels and scissors to the children in the art area. The activity of this art district is to make greeting cards for my mother. The speed of painting by the river is very slow, because he likes to look around while talking, but the man sitting in front of him has already done it. When I left my position, I accidentally bumped into my arm. The river immediately asked Mingming, "What's wrong with you?" Mingming quickly apologized and said, "I'm sorry, I didn't mean to." Pan Pan didn't listen, pouted and ran to the front and said to me, "Teacher, you obviously pushed my hand and made me draw wrong." You look sad.
Analysis: First of all, it is desirable to complain in the bank. He knows the rules of class, which shows that he has certain judgment ability and wants to get help from adults by complaining, so as to correct the bad behavior of his peers. From this perspective, this is the improvement of children's ability to deal with problems. But for some trivial matters, you should also sue the teacher, which will arouse the hostility of your peers and weaken your ability to handle small disputes between peers independently.
Case 2: On Monday morning, the children were reading in the reading room. Some of them sat together reading a book in twos and threes, some chose a book, and a person sat in the corner reading the story with relish. At this time, Ye Ye suddenly came to "complain" angrily: "Teacher, I first found out" Blue Cat Naughty Three Thousand Questions ",but Xinxin wouldn't let me read it." Xinxin is not to be outdone: "I got the book first!" " The two men argued endlessly in front of the teacher, and neither would let the other. I calmed their emotions first, and then turned to Xinxin and said, "The last time you watched Journey to the West, the baby just refused to show it to you. How do you feel? "Xinxin thought for a moment and said," I feel very unhappy. I didn't study. " The teacher took the opportunity to say, "then if you don't let Ye Ye read, he will be very sad! "What can you two do to see how you can both study happily?" Ye Ye and Yan Yan listened, discussed and decided to read together, so they happily sat hand in hand in a small chair reading.
Analysis: Ye Ye's complaint behavior is to seek the teacher's just solution to the dispute and ask for protection. In group activities, children often have differences and disputes over toys and books. When these disputes develop to a certain extent, one party will tell the teacher, ask the teacher to seek justice or give him protection. In the activity, by guiding the leaves to reflect and empathize, to understand and tolerate each other, let the children not only know other people's thoughts, but also understand why they have such thoughts, and let the children consider whether other people's behaviors have a reasonable side. Create some opportunities for children to solve their own problems and inspire them to find ways to solve them. After listening to the teacher's words, Ye Ye and Yan Yan sat quietly in a small chair and read books together.
Reflection on the teaching of the middle class in kindergarten (P 10) 7 Once playing a structural game, Xiaoyu started to take Longlong's toys, but Longlong refused. Xiaoyu hit Longlong hard, but his hand didn't come back. His mouth was already smooth and he said "I'm sorry" and continued to argue with Longlong for toys. The children began to complain loudly. I walked over and Longlong cried like a savior and said, "He robbed my toy and hit me." Xiaoyu said confidently, "I have already said' I'm sorry'." Longlong is flushed and his mouth is bulging. Unexpectedly, an unexpected sentence came out: "I hit you and told you I was sorry." It's about to happen Fortunately, I stopped it in time and avoided a "war". Longlong's move makes us have to think, when children have contradictions, can saying "I'm sorry" really solve the problem?
From the conversation between the two children, it can be seen that they have taken the sentence "I'm sorry" as a panacea to solve the problem. They think that if they bully other children, just say "I'm sorry" and the other child will definitely say "it doesn't matter", and then it will be all right. In their eyes, a "sorry" is almost omnipotent. Therefore, it is natural for them to blurt out "I'm sorry" when doing something that hurts others.
This situation is directly related to the way we deal with children's conflicts. Our teacher's usual methods are: help children solve problems, talk about the facts, criticize the children who make trouble first, and then tell them what to do, apologize and continue to play. We only taught children to say "I'm sorry", but we didn't teach them how to avoid saying "I'm sorry". Doing so only teaches children to use polite language, but ignores the ability to help children solve contradictions in communication. In the incident of robbing toys, Xiaoyu must have known that it was wrong to rob toys, but he still robbed them. What does this mean? This shows that he lacks self-discipline. Children who lack self-discipline often say "I'm sorry". They never consider the consequences before doing things.
For children of a few years old, they simply don't understand that "I'm sorry" is just a kind of spiritual comfort to the infringed. Saying "I'm sorry" can only show that they have realized their mistakes and are willing to correct them, but the harm caused to each other still exists. What we should do is to let the children understand that after saying "I'm sorry", things are not over. Next, we should pay for our mistakes. We can turn this spiritual comfort into concrete action comfort that children can understand, so that children can see, feel and implement it easily. For example, let children help each other rub the beaten parts, wipe tears and so on. In this way, by being responsible for the consequences of their actions, children not only have the opportunity to release their guilt, but also gradually learn to think more about the consequences of their actions before taking action, which is more educational for children, so that children can slowly learn self-discipline and prevent contradictions from happening at the source.
Reflection on the teaching of kindergarten middle class (general 10) 8 Jia Jie often has conflicts with other children and is difficult to get along with. He will tear down other people's "buildings", play with building blocks and forcibly take away other people's unfinished handmade works. Even when he sees other people's things fall to the ground, he will deliberately step on one foot. These behaviors often affect his normal communication with other children. I reminded and guided him many times and criticized him many times, but the effect was not great. Therefore, I am thinking about how to help Yue Yue realize his own shortcomings, so as to guide him to learn to communicate, negotiate and cooperate.
In an outdoor activity, the belt at the back of his clothes was loose, so let me help him tie it. I deliberately asked him to ask other children for help on the grounds of being busy. Jiajie found Ran Ran and said, "Can you help me tie the tape?" Ran Ran said, "I won't help you tie it." Yue Yue said, "Why?" Ran Ran said unhurriedly, "Because you didn't play well with me just now and pushed me." Sister Jia had to go to Rare and Rare said, "I won't tie it for you. You robbed my building blocks yesterday. " As a result, Jia Jie turned around and no one helped him. Seeing his head down and depressed, I went over and said, "Sister Jia, do you want to know why all the children are unwilling to help you?" At this time, several children were talking noisily about what Jiajie had done wrong before. At this point, Jiajie didn't speak, and his head was lower. So, I turned around for him and took the opportunity to give him some advice on how to communicate with his peers.
This incident touched Jia Jie greatly, making him feel the consequences of bad behavior habits and have the consciousness of actively adjusting his behavior. Since then, with the help of teachers and peers, Jiajie has gradually changed his bad behavior habits. Practice has proved that it is more effective to let children know how their bad behavior has affected their peers and experience the feeling of rejection than to preach.
Reflection on the teaching of kindergarten middle class (general 10) 9 The first art activity of children after entering the middle class is "lotus root printing", that is, the cut lotus root segment is dipped in pigment and printed on drawing paper, and then a cotton swab is dipped in pigment to imagine drawing various images. When designing the scheme, I carefully analyzed the teaching materials and studied the observations and reflections written by the teachers who organized the activities. In my opinion, the possible problem is that children's life experience is limited and the content of imagination is relatively simple. In order to avoid this situation, I will demonstrate all kinds of images that children may add to their paintings one by one to enrich their painting language and performance materials. However, the result was unexpected. Children's pictures were generally monotonous, with nothing but flowers and the sun. I feel the failure of this teaching activity, but I don't understand why.
So I asked the teacher who organized the activity. After comparison, I found that the pictures of the children in that teacher's class are not all ingenious, but they are still rich and full on the whole. It turns out that the teacher asked the children to draw full pictures and rich images when demonstrating and guiding, and then gave them full autonomy, and the children could draw whatever they wanted. And I have repeatedly stressed that "you should draw something different from others, not exactly the same as the teacher." I am also worried that children's images are too single. I emphasize that everyone must draw two kinds. My original intention is to hope that every child can give full play to his imagination and show a unique picture. As a result, many children are at a loss because of too many demands, so they can only choose the simplest flowers and the sun to paint, and the possible excitement is thus stifled by my "comprehensive" guidance.
Teachers' guidance plays a key role in any activity. The teacher's guidance should be clear and in place, and there should not be too many requirements, otherwise the children will be at a loss and affect their expression. Especially in artistic activities, only when teachers give children full autonomy and let them try, can children boldly imagine and create wonderful works that really belong to them.
Reflections on the teaching of kindergarten classes (10) 10 The theme of children's construction games is usually set off 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, building construction combines teaching activities of various subjects and plays other games with architectural achievements, which not only improves children's interest in architecture, but also promotes the development of children's thinking and imagination, and develops games, which greatly satisfies children's physical and mental aspects.
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