As the basic form of kindergarten education, teacher-child interaction exists in children's daily life. It is manifested in all fields of kindergarten education and has an inestimable influence on children's development.
Teachers should always maintain the educational concept of respecting children, understanding children, paying attention to children, focusing on the level of unity with children, and consciously improving the effectiveness of education through positive interaction.
Mr. Chen Heqin once said: "The world of children is that children explore and discover their own knowledge, which is real knowledge. The world they discovered is their real world. Children should learn in practice and explore the world in practice. "
As a teacher, we should consciously construct the subjectivity of children's active participation through active dialogue and communication with children.
The two sides communicate, influence and interact with each other, understand children's interests, mobilize children's desire for independent exploration, and thus promote children's self-development.
So, how to change education from passive, you want to participate into children's autonomy, and I want to participate? We try to embrace the hope of sowing in spring-we sow interactive activities together.
I hope to enhance the parent-child relationship and inspire children's love for nature. Encourage children to express their interests and needs boldly through effective interaction between teachers and students.
Encourage children to explore boldly in mutual communication and interaction. Experience the fun of real planting, feel the growth and change of plants, and realize independent learning and self-development.
Second, the case description
At first, the teacher suggested to the children, "We should have a parent-child planting activity." The children are very excited.
Later, the teacher used online conversation to ask the following questions to guide the children to talk: "Do you know which foods can germinate in our life?"
The children talked about it one after another: "I think my potatoes germinated after a long time." "I know that beans can germinate in plastic bottles with blisters." Children have different opinions, and they are all happy to talk about their ideas.
After understanding the children's existing planting experience, I put forward a new question: how can we carry out parent-child planting activities? Do you have any good ideas?
A child said, "You can find tools to plant with your parents." Some said, "You can discuss with your parents what to plant first, and then find materials." Others said, "I want to plant it in plastic bottles, soil and beans with my parents."
So, I sorted out the children's good ideas:
(1) Discuss with mom and dad which foods can germinate and record them in your favorite way.
(2) We can ask Mom and Dad for help and look up information on the Internet to see if these foods we find can germinate. And find a good planting method.
(3) Find out what to eat at home? At this point, Cece suggested: Let's make a planting plan with mom and dad! That's a good idea. The children all agree with Cece's idea.
Children began to draw their own guesses with their parents, collect the existing food at home together, and consult the information online with their parents to find a good way to germinate these foods.
Other children recorded the planting methods found online with pictures and videos and sent them to the class group. The children shared their new findings in the group: "I found that the seeds of fruits can germinate when planted in soil", "I found that beans can germinate when planted in soil or soaked in water", and some people said: "The roots of vegetables can germinate when soaked in water." They feel the joy of exploration together!
Finally, in order to stimulate children's interest in further experiments and explorations, the teacher put forward a new question: "Can these good planting methods we have consulted be successful?" Let's look for the existing information at home and have a try!
The desire to explore was aroused again, and they searched for the existing tools and food at home and began to prepare for planting. Yes, fill the soaked beans with mineral water bottles, wrap them with towels and put them in a warm place to grow bean sprouts; Yes, it's a plastic box with strawberries, and the bottom of the box is perforated. Then wash the mung beans, wrap them with plastic wrap, cover them with black plastic bags, and try to grow bean sprouts. Others find their existing flowerpots and soil, plant potatoes in the soil and wait for it to grow and change.
Son, can these methods succeed? Finally, the blisters grow fast? Or are native species growing fast? The children are looking for answers. They recorded their own planting stories by means of WeChat voice interaction, picture tips and video explanations, and shared their findings, observations and recorded plant growth changes with everyone in the WeChat group. They speak clearly and methodically.
In the process, they found that native plants will grow more slowly and blisters will grow faster. Some children find that plants grow quickly in sunny places, but water evaporates quickly. Change it every two days. If you don't take care of it, you will die soon.
Such activities not only stimulate children's interest in exploring. Under the teacher's questioning, it also constantly triggered the children's desire to think and explore. In the process of guessing and verifying, they feel the fun of inquiry!
Through mutual communication and interaction, children learn to learn from each other in the process of sharing with peers.
Third, case analysis and measures
Analysis:
In the case of interactive planting activities described above, we can see: "From the beginning, teachers have been using questions to understand the real needs and practical ability (existing experience) of each child. In the way of mutual communication and interaction, follow the interests and needs of children and fully mobilize the enthusiasm of children to participate in activities. "
Through observation, recording and discussion, children not only have a preliminary understanding of what food will germinate, but more importantly, they have experienced the scientific inquiry method of putting forward hypotheses and verifying them. In the process of taking care of plants, children's sense of responsibility is enhanced.
In the whole activity, children's inquiry consciousness and inquiry ability have also been developed. From active thinking, undertaking tasks to independent inquiry and consulting materials, to making plans, making bold guesses and verifying experiments. The teacher taught you how to plant it, and it became a child's independent inquiry and learning how to plant it.
In the process of activities, we can see that children's thinking, words and deeds are always active. Every child is willing to express his ideas with his peers and teachers in the WeChat group.
In this interaction, they no longer feel lonely and afraid because of the epidemic, and experience the happiness brought by inquiry learning together.
Children grow up in exploration; Learn to find problems in practice and find the answers to them by yourself; Know how to continuously measure and observe; How to take care of plants and make them grow better?
Measures:
1. Establish a platform for teachers, parents and children to communicate and interact, and form an integrated interaction between teachers and children.
The Guide points out: support children to accumulate beneficial direct experience and perceptual knowledge in contact with nature, biology and phenomena.
As a bridge between kindergarten and family, home cooperation promotes the all-round and healthy development of children's body and mind through mutual cooperation and communication.
Through such activities and such communication games, the family can be closely linked, and at the same time, the two can support each other, understand each other and trust each other. * * * Family education helps children form a good study * * * with the body.
2. Interactive communication on WeChat platform to stimulate children's interest in continuous observation.
As a teacher, you don't need to blindly affirm or deny children, just tell them the answers, and you can constantly stimulate children's ideas by asking questions. For example, the establishment of WeChat interactive platform, through interactive learning, encourages them to make bold guesses, tries to find answers to problems, and stimulates children's lasting interest in observation.
You can also encourage children to record their findings by supporting recording and sorting out the inquiry, through consultation with children, using pictures, symbols, words and forms.
3. Teachers ask questions, understand children's interests, and form a double-subject dialogue and exchange.
Starting from children's interests and needs, teachers constantly encourage children to share their findings with you by triggering questions. And guide parents to set up a "discovery corner" for their children at home, and encourage children to record their own discoveries and explore methods.
Talk to children through double-agent interaction. * * * Cultivate children's valuable spirit of inquiry, observe with children everything that can arouse their thinking, imagination and interest, and let children fully feel, experience and explore. Encourage children to record their findings with paintings, symbols, words and forms developed in consultation with children by using methods that support recording and sorting out inquiries. Teachers and parents work together to become children's observers, supporters and guides to jointly promote children's development.
Fourth, the effect of reflection.
The development of this planting activity allows children to learn to observe, ask questions, operate and express in planting activities. Teachers can cultivate children's self-inquiry spirit at multiple levels, structures, directions and angles according to their age characteristics.
We also have a deep understanding: "Teachers can only pay attention to children's performance and reaction in activities, observe their needs sensitively, respect children's ideas and game intentions, respond in time and appropriately, and form cooperative inquiry-based teacher-child interaction." Only by stimulating children's real interest in learning can they truly become the masters of learning.