As an excellent teacher, he should grow rapidly in teaching, and his teaching ability can be effectively improved through teaching reflection. What are the characteristics of excellent teaching reflection? The following is my careful reflection on kindergarten normal school teaching (synthesis 13). Welcome to read, I hope you will like it.
Reflections on the teaching of kindergarten teachers in the middle class 1 In the process of cultivating children's active learning, my educational concept has changed. I think about teachers organizing too many collective activities in daily life and try to reduce some unnecessary requirements for children.
Today, I didn't let the children act in groups as usual. Some groups observe in the natural angle and talk about something; Someone stood in front of the newly posted activity area record table, looking for his name and discussing who has the most red flowers; Some simply go to the table to read the books left by the teacher when preparing lessons at noon. I didn't bother them because the children were doing meaningful things and talking about interesting topics. Kindergarten life should be disciplined, and at the same time, children should be allowed to live a simple life, give them control over their rights and opportunities, and let them decide what to do first, which is of far-reaching significance for them to actively adapt to social life and restrain their behavior in the future and form the necessary concept of time. I decided to let the children have more free time and make their life easier in the future.
It seems natural for kindergarten children to arrange what time to do. In order to take good care of children, we ask them to follow instructions in all actions, and many activities must be carried out in groups. Of course, there are many children in the class, so it is inevitable to wait in line. Children wait passively, time is wasted, and initiative is gradually eroded. In order not to be "chaotic", teachers must stipulate "queuing" and "don't talk casually" ... Some children with poor control ability, active children and children with strong initiative and autonomy can't stand this boring waiting and will constantly affect discipline. This attracted criticism from teachers. Too much criticism causes tension between children and teachers; Too much criticism dampened their self-esteem and made them lose their ambition. It can be seen that too many group constraints will affect the active development of young children and should be reformed as soon as possible.
The teacher took the lead in trying to give the children autonomy. Give children control over their rights and opportunities, let them decide what to do first and then what to do according to the situation, learn to make rational use of time, arrange their own activities, and be a thoughtful and positive person. This kind of exercise can make children form independent and positive personality. It not only creates conditions for children's life to become more interesting today, but also lays a good foundation for them to cope with society calmly in the future.
Reflection on the teaching of kindergarten teachers in middle class 2. Because most of our children live in rural areas, the customs there have activities such as social fires. Children have seen dragon dancing in their daily lives, so it is necessary for them to know about it. This material comes from children's lives, so children are very enterprising in their activities.
Middle-class children love health activities, and they actively participate in every health activity. Warm-up exercises fully mobilized the children's initiative and paved the way for the follow-up activities, making the whole activity more complete and coherent. Let children perceive the game in a complete game situation.
In the whole activity, children can play according to the rules, but when holding colored ropes to "dance dragons", children's actions are single and their creativity is not enough, which requires teachers to guide children in many ways and dimensions and stimulate their creativity.
In the first part of the activity, my preset message is to let children 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.
From the analysis of the situation, we can see that there is a gap between children's learning level and children's learning level. Teachers should study the gap between children in the process of guidance and make corresponding strategic adjustments, that is, through formal adjustment, let each child have the opportunity to tell, let the children who understand the pictures first tell themselves, and then let the children who understand the pictures group or tell each other at the same speed. With such a coordinated process, children's learning efficiency can be improved.
Reflections on the teaching of middle-level teachers in kindergartens III. I worked as a middle class teacher in kindergarten for three months. During these three months of teaching, I have a lot of feelings, which can be written down for future reference.
The first thing that shocked me when I came to kindergarten was to subvert my concept of traditional kindergarten. Although children in kindergartens are young, they also have teaching tasks, but their teaching tasks are not to teach children how many men to know and how many math problems to learn. The purpose of kindergarten is to develop the synapses of children's brain cells and promote the development of children's brains. For example, a two-year-old child I know may have memorized the three-character classic, but now he can't recite a word, or he can't do a math problem, but people who meet him for the first time will be amazed: this child is so smart. Why? Because his eyes give people a sense of aura, and his way of thinking about one thing is much stronger than that of his peers, which can also be said to be beyond the thinking that children of his age should have. For example, we usually see a child who can't understand what adults say, while some children can understand what you say to him. This is the gap between children.
But I'm not talking about so-called geniuses and prodigies. There are very few such children, not without them, but most of them are born like this. They are all ordinary babies, so they will have different growth results, which is inseparable from their growth experience. Some parents pay more attention to their children's education, but they don't know how to educate their children scientifically, give them the knowledge they really want and let them grow up freely. Such children may also be excellent, but brain cells are wasted a lot, which affects the possibility that they may become geniuses. Some parents simply ignore their children and let them develop. Such children are very dangerous, because they will spontaneously learn new knowledge from the outside world, which may be good, and it does not rule out the introduction of bad information, so that children are in danger of going astray. There is also a kind of parents who are strict with their children and let them learn many things, such as piano, violin, dance and painting. Whether the child loves it or not. In this case, I personally think that it will kill their childlike innocence, or in other words, it will directly kill the childlike innocence that their children should have in childhood. It's a good idea to let children learn more, but let them choose for themselves. The last kind of parents not only know the importance of education, but also know how to educate their children. Children educated by such parents will live a valuable life even if they are born with defects.
Before this theme activity, we carefully analyzed the overall goal of the theme activity and the sub-goals of the small theme activity, so as to grasp the theme direction and know the expected goal in the whole activity implementation process and avoid the disadvantages of insufficient comprehensive research in the previous theme activities. Therefore, both the organized group teaching activities and the extension after the activities are always carried out around the theme objectives, so as to achieve the expected goals. This will not only help children to improve their relevant experience, but also develop their thinking ability, language expression ability, imagination and expression ability. However, our teacher doesn't know enough about the living habits of some animals. In the future, when designing an activity plan, we should acquire relevant knowledge through relevant channels, so that children can acquire more correct and scientific knowledge.
In the operation of children, I also appreciate the rich imagination of children. A string of fluttering wind chimes, a number key on the phone, a crawling caterpillar, and a dancing butterfly are all on the paper, and a simple circle is interpreted as a beautiful picture in the children's pen. At the end of the activity, the activity usually ends after evaluating the children's works. In this activity, I also arranged a small link, that is, after the children introduced themselves to the circle paintings in the works, I showed the examples of two teachers. In these two well-prepared examples, the teacher arranged different objects in a circle reasonably to become two pictures with complete pictures and reasonable structure. I think through these two works, children can not only appreciate the various changes of circle painting, but also convey a concept of "beauty" to children, so that children can improve their artistic appreciation ability and promote their picture layout and construction skills.
After the activity, there are many loopholes and shortcomings. I will reflect on the following aspects in order to make greater progress in future work teaching.
1, insufficient preparation. Before the lecture, we should memorize the teaching plan, so that students can get ready. Before the lecture, we should preset the problems and solutions in all aspects of teaching.
2, pay attention to the epidermis, no substance. The teaching goal of this section should be to let children know one or two fruits at a deeper level, and then deepen their understanding of other fruits through one fruit. Be able to know the "skin, core and pulp" of fruit.
3. Teachers can't deal with unexpected situations in class. Teachers are at a loss when dealing with this sudden link, such as "children go to the supermarket to grab fruits one by one, and some children take a bite after picking up the fruits". At this time, the teacher can completely guide the children, and the choice of fruits in the supermarket should be regular, so that the children can talk about what to do instead of complaining and reprimanding blindly.
4. Lack of proper evaluation. I lack the language of education mechanism and education evaluation in my activities. For example, "You are great, your hands are so dexterous, you are great." The evaluation language is single. In the activity, every answer and performance of the children is not even evaluated. After each link is completed, no summary is made, especially after the work is completed, no summary evaluation is made. The evaluation of the instructor in the syllabus should naturally accompany the whole education process, so that children can always get a successful experience.
5. Pay attention to the effectiveness of questions. Questions are always indicative and belong to invalid questions. For example, "Do you like it? Do you think it is beautiful? " It is useless for children to ask questions during activities. Let children carry out practical observation and thinking with questions in the activities, and make clear the participation goals, so that the activities are targeted and the results will be twice the result with half the effort.
6. There is no boundary between class and class, and there should be tightness and looseness.
The above points are not only reflections after open class activities, but also the accumulation and learning in daily teaching activities to improve the quality of self-study.
A few days ago, I taught my children to draw big heads. At first, I was worried that they could not draw well. I want them to draw with a pencil first, but I don't think the pencil is good, and it will lose its true color if it is rubbed everywhere. So I asked the children to use black strokes directly.
I will first explain to my children how to draw a big photo, so that they can constantly observe the image characteristics of the characters and encourage them to imagine boldly. When I started to let my children draw on paper, I looked at each child's work and was very surprised. The characters they draw are basically the same, all little girls with ponytails. I suddenly realized that the child's mind has been imprisoned by the teacher, resulting in some kind of fixation. They are all round heads, round eyes and long hair ... I asked the children to stop painting, continue to show them some special cases, observe the image characteristics of each character, and 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, and any shape is possible, which makes the children's thinking open constantly. There are all kinds of eyes, including open eyes, closed eyes, big eyes, small eyes and various shapes. So I asked the children to draw it again.
At this time, I finally saw the effect I wanted. Some children drew a square head and a trapezoidal body. However, when some children draw, their heads are a little crooked because they can't hold the pen as smoothly as adults and their eyes are in the wrong position. I just wanted to stop and suddenly realized that such a work might be really different. When the children finished painting their own pictures, I found that the characters really had a different feeling, and that feeling was "the smell of children". Some children were afraid to write at first, but with my encouragement, they tried to draw a big circle on their drawing paper. Unlike adults, children have many strange ideas when adding facial features, and some choose to decorate their noses with triangles. When the works were painted by them, I found that the original children's ideas were really colorful. The characters they painted made me feel different, even unexpected.
I suddenly realized that many times, teachers have fixed children's thinking and often instructed them to draw this, this and that. However, children may have their own ideas and their world is different from that of adults. Let the children show their world as much as possible, and don't interfere too much, so that the works have the taste of children.
Reflections on the teaching of class 7 teachers in kindergarten teachers' middle school; I was transferred to class 1 this semester. For a teacher who has just finished a large class, I always feel that the children in the middle class lack the ability to take care of themselves. In addition, I often hear parents tell me that children don't do anything at home, they don't eat, they don't dress, they don't pack their toys, and so on. So in view of these situations, I carefully arranged this course.
In the activity, I used the way of asking questions for the first time, "What will your little hand do?" It paved the way for children to imitate children's songs in activities, and also made them feel the growth of their bodies.
According to the information of nursery rhymes, I prepared teaching AIDS before the activity and showed nursery rhymes in the form of pictures, which successfully guided the children to understand and master the information of nursery rhymes and simply solved the key points of the activity. Under my guidance, children can simply tell and compare their photos and articles, and talk about "what will I do at home". By letting children speak freely, they satisfy their desire of "I want to say, I want to say". After that, I made related pictures (father, mother, grandmother, me, clothes, feet, table, lantern) according to the information of nursery rhymes before class. When reading nursery rhymes, I show them one by one in the order of nursery rhymes, so that children can easily read the whole nursery rhymes by looking at the picture. I also took the children to read aloud in groups, adopting relay reading and single reading, which stimulated their interest in reading aloud and deepened their memory of children's songs.
After the activity, I found that I only paid attention to the children's memory of poetry materials in the activity, but ignored imitation. It's just that I integrated what children can do into children's songs, and I didn't completely accomplish my teaching goals. In my opinion, in the activity, children should be allowed to express boldly with the sentence of "I know xx", and carry out it in time according to the information said by children, so that children can naturally transfer the information in nursery rhymes to their real life experience, and also naturally enter the third link to create nursery rhymes. In this way, children can make up their own children's songs with initiative, so that they can experience the joy of composing and the joy of success.
The next time we carry out this activity, we must carry out teaching activities around the goal, so as to achieve better teaching results.
Reflections on the teaching of kindergarten teachers in the middle class 8 This week, we conducted a discussion on the language "Trees and Birds" in the middle class. I made the following thoughts on this activity.
It is pointed out in the outline that the key to developing children's language ability is to create a language environment that can make them want to speak, dare to speak, have the opportunity to speak and like to speak. In this activity, I created a relatively relaxed environment for the children. The whole activity is gradual, and the children's attention is relatively concentrated. In the first part of the introduction, I will first show the words big and small, and let the children talk about themselves first. Because in the usual activities, I found that a large number of children know the word size. So I want to use these two words as my lead-in link to arouse children's interest.
But after teachers' discussion, I think this discussion session is not very good and should be introduced with emotional input. Teaching AIDS: I didn't draw lines on the blackboard, which made it difficult for children to see pictures, whether from top to bottom or from left to right. In the last link of the imitation activity, "Who lives in the tall tree except birds?" The language here should be more refined and say, "What other small animals live there?" In the whole activity, it is to experience the mutual affection and dependent feelings between trees and birds. This link can be said to be ambiguous, and I imposed the concept on them. Even no child can understand the emotions. Therefore, when children learn nursery rhymes, they only remember nursery rhymes and ignore the expression of emotions. The purpose of this activity is to let children not only express their feelings, but also learn nursery rhymes. So I didn't fully achieve the preset goal.
After this activity, I will always remind myself that I must keep my difficulties and difficulties in mind in the future. Before the activity, I have to think about how to break through this difficulty and how to say it so that children can understand it and achieve the expected goal. I hope to make a new breakthrough in future activities.
Reflections on the teaching of kindergarten teachers in the middle class 9 Mushrooms are often easily touched and accepted by children in many story activities. Mushroom House is a vivid fairy tale. The story is simple and easy to understand. Comparing mushrooms with apples, chairs and tables is subjective and easy to remember. The content of this lesson guides children to understand the story and can clearly tell the growth process of mushrooms. Encourage children to imagine boldly according to the clues provided by the story and stimulate creative thinking.
At the beginning of the activity, I started the activity in the form of questions, taking the house where the children live as a clue, describing my house freely, and then associating it with what kind of house I like, and then leading to the protagonist of the story. Understand the story in segments. Read stories with children and show pictures in the form of books. Children can observe and imagine the content of the story and express their opinions. Then revealing the content of the story is more conducive to children's memory. In addition, after the story is finished, the focus is on the recognition of one, two, three and four. Children can understand and know stories quickly.
In the process of learning fairy tales, I use various forms to guide children to learn, speak and practice. At first, let the children observe and arouse their interest, then read in groups, get a general idea of the story, grasp the key memories, then read freely and try to tell the story. When children speak freely, teachers will help and prompt them in time when they find problems, and then tell them collectively. On the basis of a good understanding of the story, children became interested in role-playing. Finally, let children create freely, and their thinking is active.
However, during the activity, we found that some children are reluctant to speak, whether in free imagination or collective speech, whether in encouragement or questioning. This is a problem that has always existed in our class but cannot be solved.
Reflections on the teaching of kindergarten teachers in the middle class 10 For trapezoid, most children have a perceptual knowledge of it. In this lesson, I combined this perceptual knowledge of children, and designed links such as finding, cutting and drawing graphics. Let students strengthen this perceptual knowledge in these activities, and at the same time, through comparison and teacher's guidance, raise this knowledge to rational knowledge.
The whole class begins with "looking for pictures", and students can experience a kind of personal participation and success in the process of looking for pictures. In the process of finding graphics, let children separate the trapezoid from other graphics, which largely combines children's perceptual knowledge of the trapezoid. After looking for the graphics, I didn't let the children take out the materials and cut them directly. Instead, let them compare trapezoid and rectangle, and know some characteristics of trapezoid in the process of comparison, which strengthens children's perceptual knowledge.
In the step of cutting trapezoid, let the children take a piece of drawing paper and cut it into trapezoid. This process fully stimulates children's practical potential and their cognitive potential for the basic characteristics of trapezoid. Although some children didn't cut the trapezoid well and wasted some time, I think it's true. This is a valuable independent exploration process, in which they gain direct experience of trapezoidal characteristics.
In the process of drawing figures, let the children choose the trapezoid from many figures and color it to further deepen the judgment and understanding of the trapezoid.
Of course, I haven't done enough on design issues. Many questions are asked casually, without clear purpose and guidance. This needs to be carefully studied in the textbook and carefully designed in the future. I may be too stingy with my evaluation of children in this activity. Children do well in some places. I just skim "grace" or "good", which virtually kills some very creative ideas of children and reduces their thinking intention. I have noticed this, but I also feel that my self-evaluation lacks appeal, so I need to pay more attention to it in future teaching and ask more experienced teachers for advice.
Reflections on the teaching of kindergarten teachers in the middle class 1 1 Traditional games, such as "building a cave" and "crossing a cave", can give full play to children's creativity and cooperative spirit and are deeply loved by children. In order to meet children's interests and exercise needs, under the safe and hygienic environment and the reasonable guidance of teachers, I carefully designed and organized the "funny cave" sports activities.
"Funny hole" can satisfy children's interest and demand for sports activities, and it is also a sports activity that children like very much. In this activity, children are first allowed to play a game of building caves with human movements, and then explore the ways of playing paper stick holes and iron ring holes, and try various methods of crossing caves. The cave drilling game is simple, easy to do at any time, fun and practical, which avoids the boredom caused by monotonous action practice in activities and allows children to learn happily and practice simply. The whole activity is dynamic and static, with a certain degree of relaxation, which is suitable for children's physical and mental development.
The shortcomings are: some children did not master the skills when drilling hoop holes in activities, and often knocked over hoop holes. In addition, in future activities, it is necessary to adjust the amount, density and difficulty of children's activities, pay attention to individual differences, and let children of different development levels achieve their respective goals through moderate efforts.
Reflections on the teaching of kindergarten teachers in the middle class 12 In the "growing up" activity, when the activity was carried out, I found it difficult to imitate the material of nursery rhymes. When children imitate children's songs, they always talk about themselves, their thinking is limited, and things that cannot be related to themselves will become shorter and shorter. I thought about it, maybe my guidance was biased, because at first I only explained and guided orally, which seemed to overestimate the child's abstract thinking ability. Then I guided it with food and actions, and some children reacted.
1. In the whole activity, the children are following the ideas designed by the teacher, and there is no room for free exploration. I think this is a misunderstanding in my design activities.
2. In the activity, children's interest is not high, games can't arouse children's interest, the classroom atmosphere is not active, and they feel that it doesn't meet children's age characteristics, 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.
Mathematics education in kindergarten is an indispensable part of children's curriculum. The new curriculum view and knowledge view also tell us that children are not passively understanding knowledge, but constructing and discovering knowledge, not bystanders of knowledge, but active constructors and creators of knowledge meaning. Moreover, the protagonist of children is not given by the teacher 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, instead of using them as knowledge reserves or dogmas. We need to reflect deeply from concept to behavior, and 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. It is to improve children's reading ability and language expression ability. When designing the scheme, I put forward the problems that need to be explored in the activity according to the learning characteristics of my class, that is, how to combine story teaching to improve the development of children's reading ability. After the activity, I made the following reflections around the questions raised according to the situation in the activity.
Reflections on the Teaching of Kindergarten Normal School 13 The art activity "Shopping for Food" is one of the theme activities "Coriander". In the lead-in part of the activity, I chatted with the children in the form of dialogue about the process of buying food with my family. It creates a relaxed and happy atmosphere for children and gives them a free space to play in a negotiated tone. Recall your own experience of buying vegetables, simply say the varieties of vegetables, and make a simple preparation for the creation of the activity. In the process of learning songs, I use a complete set of teaching methods to let children learn to sing. Through vivid pictures and simple actions, children can quickly understand the lyrics and have a positive interest in learning to sing, and actively participate in the process of learning to sing songs. In the process of creation, I arranged a simple and slightly difficult task for my children. The simple task is to let each child draw a dish he wants to buy. The difficult task is to let children imagine how to design the corresponding lyrics, which provides a space for children to show themselves. Although it is difficult, many children can make up the corresponding lyrics and sing their own new songs according to the different characteristics of the dishes. Children have stronger self-confidence and a higher desire to sing.
When I teach new songs, I pay attention to the gradual process of activities, but I don't fully consider the children's acceptance and digestion. Although I saw difficulties in the songs, I didn't concentrate on learning to sing alone, or slowed down during the practice, so that the children sang along a little less and couldn't fully master the songs.
When composing music, children have a good grasp of the rhythm of lyrics and can compile lyrics such as "tofu is white and tender, mushrooms are white". However, in the lyrics, the children did not express the last dish in three words. If I had used a comparative method to let the children distinguish in time, such as "garlic, loofah and crab", I could say, "Then I said garlic and loofah. I believe that children will find the law of creation and editing under such contrast. At the same time, for the new lyrics created by children, I want everyone to learn to sing these words together, and then sing the song completely. I believe this will be more effective.
Also, after my first oratorio, let the children tell me what they bought. When children say the name of the dish, I will contact the lyrics directly, and then put pictures to help them remember the lyrics.
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