Reflections on Kindergarten Education and Teaching (I)
At first, the children in our class distinguished the colors of the graphics very well. However, in the following activities of perceiving shapes, many children mix shapes with colors and are confused about the shapes of graphics.
Children in our class can clearly distinguish between a circle and a triangle, but it is difficult to distinguish between a square and a rectangle. Later, I explained them one by one, and they all seemed to understand. Perhaps it is because children in small classes have just entered the park for more than two months, and some behavioral habits training has not yet been put in place. In addition, children's self-control ability is poor, their attention is easy to shift, and they have a strong sense of materials for playing games.
Curiosity, so that some children took part in the activity with operating materials, which affected the effect of the activity. Later, I thought it was my lack of material and thoughtlessness. As for the atmosphere in the whole teaching process, it is still active, but the design of activities still needs some brains and needs improvement.
Although there are some unsatisfactory things about this teaching activity, I have improved myself to a certain extent through exploration and study before and after this activity, and I will grow better with more exercise.
Reflections on the Small Class Music Activities of "Little Mouse on the Lampstand" after class
Children in small classes are not rich in life experience, and their attention is easily distracted when participating in activities. Games are a kind of activity they are most interested in, which is in line with the characteristics of small class children's strong curiosity, strong imitation and active. Children's songs and "Little Mouse on the Lampstand" are short and pithy, which are easily accepted by children. In view of these characteristics, I designed this music game activity. Through children's own participation and performance, they can feel the joy of playing with their peers and teachers.
The will of small class children is still weak. If the activity process can't stimulate their interest and make them have a positive emotional experience, it will be difficult to persuade and force them to really participate in the activity. Therefore, I use the gamification method to create the teaching scene, which runs through the whole process of the activity.
This activity has three goals: first, we can perform singing with natural voices. Second, follow the rhythm of the music to make the mouse climb up the lampstand, roll down and hide in the hole. Third, experience the joy of playing games with your peers. It can be said that the goal orientation of this activity conforms to the basic ideas and principles in the art field of the Outline. At the same time, it also conforms to the actual level of small class children. Judging from the activities, all the children can meet the target requirements.
In the activity of "Little Mouse on the Lampstand", I mainly designed four activities. A: stimulate interest. The teacher tells stories vividly, leads to the theme and stimulates the children's interest. The children's attention was quickly attracted by me. B: Learn to read children's songs and learn to sing. Let children feel the rhythm of children's songs and songs more vividly by playing flash. The appearance of animation makes children's interest more intense. They naturally learn to read children's songs and sing rhythmically with flash, and they are very happy. When I let the children learn to sing on the piano, several children boldly asked me to turn on the flash again. They prefer to use animation to learn to sing. From here, we can see how much children like anime. After playing the piano once, I met their requirements and played flash again. In this process, children can sing this song in a natural voice. C: Guide children to learn to do actions. In this process, I stimulated the enthusiasm of children to participate in activities, and suddenly narrowed the distance between children and teachers. The teacher kindly called: "Mouse babies! Let's learn to do actions together ... "Bring the child into a relaxed and harmonious atmosphere, and the child will soon enter the role. With the development of this link, both children and teachers have played a warm-up role. In order to develop children's creative thinking, I guide children to discuss what actions to use to show the scene of "a little mouse climbing on a lampstand to steal oil, hearing a kitten barking, being frightened, and hiding in a hole at once". In the past, it was all for individual children to do and learn collectively to achieve their goals. The children come up with various body movements to express the content of the song. They want to use the small chair around them as a lampstand, climb up and do the action of stealing oil and eating, and hear the cat's action called rolling. At this time, the children's imagination was fully displayed. D: Children dare to play with their teachers. In the game, let the children play the role of mice, sing and do, feel the melody and lyrics repeatedly, and fully experience the happiness brought by music games. In the game, some children hide behind and beside the chair, some children want to hide under the small table in the back, and one child hides behind the piano. During the whole activity, I took the children to perform, which fully reflected the characteristics of the activity, such as gamification, fun and life. Children always maintain a lively and happy positive mood, entertain themselves in relaxed and free games, naturally learn nursery rhymes with their teachers through their own "playing", "moving" and "learning", and experience the joy of playing games with their peers. So they can really play China music and learn from others.
After the activity, I summed up that the arrangement and use of flash is not the most suitable. Many times, I feel that the use of flash has distracted my hands and feet. Children play games, not flash. They should let the children sing and act at the same time, so that their attention can be diverted to the game. This is my lack of guidance and the key part. But on the whole, the children are very enthusiastic and interested. I also benefited a lot from this activity myself.
Reflection on kindergarten education and teaching (Ⅱ)
Reflections on Theme Teaching
"Sweet Candy" is a teaching activity in kindergarten theme activities this semester. In the preparation, implementation and promotion of this activity, some adjustments have been made according to the situation of the children in this class, and some attempts have been made on how to construct the problem consciousness of kindergarten teachers.
First, doubt
In the process of preparing lessons, I found that the lesson preparation suggestion in the textbook is to let all the children make a candy together. Although it is interesting for all the children to cooperate together, considering that the children in our kindergarten are relatively small and most of them are very active, if * * * makes a candy together, the scene may be chaotic, and I, a young teacher, will be more difficult to control in the process of teaching activities; In addition, the cooperative consciousness of kindergarten children is not very strong. Can all children work together to achieve the effect of cooperation? ; Third, some children in the class are introverted, and some children are a little special. Will they be inadvertently ignored in the process of class mobilization? This is one of the doubts. Doubt 2: The third part of the teaching activity is to decorate candy, and the lesson preparation suggestion in the textbook is to let children draw and decorate. By observing the children's performance in art activities, I found that the children just scribbled colors one by one, and the effect was not good. Moreover, they had done such activities many times before, which was not novel and interesting. How can it be more interesting? In view of the above two doubts, I made some adjustments and changes after reading similar lesson plans.
Second, practice
Interesting teaching content and effective teaching methods are gradually produced in the process of continuous practice, failure, summary and re-practice. I made a second lesson preparation for the teaching activity of Sweet Candy. First of all, everyone made a candy, not every child made a candy baby. The teacher made a beautiful and huge "candy mom" in advance, and created a situation in the introduction of the activity: the candy mom said: Thank you for making such beautiful clothes for me, but my candy babies have no clothes to wear. What should I do? At this time, the teacher raised a question: candy mothers have many babies, and the teacher has no time to make beautiful clothes for them. What should I do? This will immediately arouse children's interest in making clothes for candy babies. I have been thinking of an interesting way to attract children's attention and interest in decorating candy babies. It suddenly occurred to me that children are very interested in a magic trick I used to change for them. They still don't understand why there are all kinds of colors on white paper. Can I apply this to decorating candy babies? This might be more interesting. So each of my children sent some small paper balls to stick on the candy baby at will, and then the teacher changed the candy baby's clothes into magic!
As expected when preparing lessons, children are very interested in their work. Classroom routine and activity flow have been well controlled. However, due to the differences in children's age and hands-on ability, some children can complete the operation content quickly and well in the process of activities, and their interest is still very strong; Some children are slow and need the help of teachers to finish, so there is a time difference. How to solve this problem? I make a request to the children who finish first: you can help the children who need help next to you, or you can come to the teacher to get materials and continue to make candy babies. In this way, every child can continue to devote himself to his work. At this time, the problem appeared again. Because of the temporary adjustment of teaching links, the activity lasted too long. In order not to affect the next activities, I asked the children to put the candy baby in the teacher's room, and we would finish the last magic session together during the game time.
Regional activities are an extension and an effective supplement of teaching activities. The children's enthusiasm for teaching activities did not diminish because of the end of the activities, so I used the operation of the regional activity group to let the children complete the final "dressing" step in groups. This not only provides convenience for the teacher's observation, but also gives the children the necessary guidance in time. The teaching activity of "Sweet Candy" was completed. In the regional activities, we also opened the game of "Candy House", which provided more materials for making and decorating candy in this area, and let the children try to make beautiful candy in other ways, and the children all liked it very much.
Third, reflection.
In kindergarten, there are too many factors that affect the development of teaching activities. Children's interest in teaching content, external interference, children's ideas, teachers' organization and so on will directly affect the effect of a teaching activity. These are what teachers should think of when designing activities, but not all of them. This requires us to constantly improve our observation ability and change our ability to generate activities. In our daily work, we should not only pay attention to how to do it, but also seriously think about why to do it. Often achieve "effective adjustment" and "pragmatic reflection", and sort out your reflections at each stage, which will help us sum up our teaching experience and help us achieve professional growth faster.
Reflection on traditional education
It is not difficult to find that the existing discussions generally regard conventional education as a means of class management and education, and pay more attention to its positive significance. But what kind of work and rest in kindergarten is reasonable and what kind of work and rest is really beneficial to children's development, which is worth pondering by kindergarten teachers.
People who want to go to kindergarten will definitely see many teachers sitting on their calves with the unified hands of the whole class when organizing activities; Before the sports meeting, the children always stand and listen to the teacher explain the game. Teachers always praise _ _ _ _ children, and listen to instructions and don't run around in activities; I often criticize _ _ _ _'s children for always running around, which is not peaceful at all. In fact, normal children are lively and active. This is the need of their healthy physical and mental development. Physiologically, children need to run, jump and shout, and can't sit quietly like adults. If we "force" them to obey the rules and not run or jump, their movements will not develop accordingly, and their personalities will easily become melancholy and withdrawn, lacking the spirit and ability to cooperate with others. At the same time, children get to know the world by touching the things around them in activities. If children are always asked to sit honestly, how can they really get in touch with the colorful objective world and know the things around them? At the same time, children are in the growth and development period, and their physical and mental health needs a positive environment. In daily life, some teachers loudly reprimand or criticize and reprimand the children in front of all the children, which makes the children suffer great psychological trauma, and it is easy to form inferiority and cowardice over time, which is extremely unfavorable to their physical and mental development. In addition, many teachers regard routine as an effective condition of kindergarten education, that is, routine is the premise of education. It seems that without this premise, the educational effect cannot be guaranteed. So they put a lot of time and energy into children's regular training, which makes the teacher's work focus begin to tilt.
If a child violates the rules, the teacher will spend a long time correcting it in front of the whole class, so that other children can't carry out activities; In the activity area, the toys are not properly packed, so the teacher has to spend a lot of time pointing at all the children, emphasizing the routines, and finally there is not much time left for the children to really move. Routine in activities is indeed necessary, but a child's real discipline and self-control comes from his or her devotion to activities rather than external constraints. Simply emphasizing routine and discipline as the premise of educational activities is tantamount to putting the cart before the horse. It is worth pointing out that in the routine education of young children, children often get "instructions", such as children can't talk when eating, sit well in class, listen to instructions at ordinary times, etc ... Children always establish various routines in "I say you can do it", and the teacher's words become the "imperial edict" in their hearts. Children always say, "If so, the teacher will criticize." Is it assumed that the reason why children obey the rules is that teachers will criticize them? What can a child do without the teacher's criticism? This is obviously wrong. Although children are small, they have the same self-esteem as adults. If teachers only use the sense of superiority as "teachers" to overwhelm and control children, so that children can develop all the habits of listening to others, but they have no opinions and lack innovative consciousness, which obviously does not match the quality of talents needed in the new era.
Reflection on kindergarten education and teaching (III)
Reflections on the teaching activities of fingering and playing children's songs in small classes
In class, I told the children that today we should compete whose little hand is the most capable. Then I rang the doorbell and said whose little hand is the most capable. Everyone says that my little hands are the most capable, so the effect is really good. Everyone applauded and paid attention, which fully stimulated the children's interest in activities and brought their enthusiasm and initiative into play. Some people say that my little hands can dress, some people say that I can fly, some people say that I can dance and so on. And they are all talking, I emphasize the tone. Do you know that teachers' hands are also good at doing things? "Look, what have I changed" is a question that children often answer in their lives, so their enthusiasm is very good and they all respond positively to their teachers. How to bring the children's ideas back to the teacher, the teacher will emphasize the tone and let the children pay attention to the questions the teacher will ask next. The child's interest was attracted when the teacher told her that her hands could do magic. In the process of learning nursery rhymes, it is not the teacher who tells the children the content directly, but the teacher who makes the children make up the content of nursery rhymes according to their own understanding. After learning nursery rhymes, children are still very interested in hand shadow games. The teacher immediately satisfied the child's wish and let the child learn to be a magician by himself, talking while playing. The teacher gave appropriate guidance, sorted out what the child said and copied it into a complete nursery rhyme.
Create a good language environment so that children can have something to say. Teachers can make children form a circle according to the needs of teaching, and provide a relaxed and harmonious environment for children to think and perform freely according to the story. Teachers can change their previous identities and appear in front of children as magicians. Sometimes with mysterious voice, sometimes with heavy voice to attract children. Give children a chance to express themselves, let them do and say without worries, and they are not afraid of making mistakes, and say whatever they like.
Reflection on Teaching-Birthday Celebration
The children in our class are full of interest in birthdays. When it comes to birthdays and birthday cakes, they have endless topics. I designed this activity by taking advantage of the characteristics of children. The goal of the activity is to let the children know the meaning of birthdays by celebrating Ding Yue's birthday, and learn to share birthdays through activities. I fully consider children's age characteristics and hobbies, introduce activities with a mysterious gift, arouse children's curiosity, and then make a beautiful birthday cake to fully arouse children's interest. During the activity, I used Ding Yue's tone to communicate with the children. As a child in Ding Yue, I will ask the children questions and demands. I will give positive affirmation and appreciation to the children who speak positively and behave well, and I will let Ding Yue kiss them as a reward to encourage them to continue their efforts. When the order is a little chaotic, I will whisper to the children in Ding Yue to attract their attention. During the whole activity, the children's mood was very high.
This activity is based on the age characteristics of children. Therefore, there is not much problem with the order during the activity. Occasionally, children stand up because they are eager to answer questions or are slightly noisy when discussing questions. At this time, I will use whispering and whispering to attract children's attention to achieve a quiet effect. Therefore, the whole activity went smoothly.
Birthdays are very popular with children. This is the first time that children celebrate birthdays for other children in kindergarten. Therefore, children are more interested in activities and actively participate in them. When exchanging gifts and wishing each other happy birthdays, most children are able to communicate with others actively and boldly. Individual introverted children can go on bravely with the encouragement of teachers and other peers. Through this activity, children understand the meaning of birthdays, realize that they have grown up, and learn to care about their peers and share the joy of food and games with them. Children's language expression ability has also been improved. The whole activity embodies the educational way that teachers guide children to participate actively. When children encounter difficulties in language expression, actively guide and encourage them to build up their self-confidence and learn to share with others.
Reflections on kindergarten education and teaching;
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★ Reflections on the Teaching Work of Kindergarten Teachers
★ Teachers' Personal Reflection after Kindergarten Education and Teaching
★ Education reflection of kindergarten teachers
★ Reflection on education and teaching in kindergarten middle class
★ Reflection on teaching and education in kindergarten middle class
★ Reflection summary of kindergarten middle class teaching
★ Teaching reflection of kindergarten teachers
★ How to write reflections on preschool education and teaching
A model essay on rethinking kindergarten teachers' education and teaching