Tisch
Observe the target
1, know how to play the car and enhance the muscle strength of the legs.
2. Children can ride according to the rules.
Observation record
The cycling area has just started this semester. The children in our class are very interested. Some of them started to play first. Wang Shouhao got on the balance car and started riding. He rode on the lawn first. There are many children playing scattered games on the lawn. I remind them: "Bicycles should be ridden on the runway. There are too many children on the lawn and it is easy to bump into them. " So he turned a corner, rode on the runway and met Song on the runway. Song Xinyue said to Wang Shouhao, "Can you lend me a ride?" Wang Shouhao said, "I'll play for a while and ride for you later, okay?" Song said to him, "All right." So, after riding a circle on the runway, Wang Shouhao ran back to Song and said to her, "You ride for a while." After Song got on the bus, Wang Shouhao looked at her and said to her, "Ride on the runway."
Analysis and evaluation
Because the number of cars is limited, let some children play first, and some children play scattered games first. When playing cycling games, I found that many children already knew how to ride, but there were no uniform and clear rules at first, which led Wang Shouhao and other children to ride on the crowded lawn. Be sure to emphasize the rules before playing next time. And I found that in the game, children have a sense of sharing, and communication with peers has also been improved. They know how to play in a planned way. I will play before you play. They can also take the teacher's suggestions and inform other children. This is a very wonderful performance.
Support strategy
If the number of cars can't meet the needs of children to play games at the same time, then play in batches or let children negotiate. Most children in large classes have a sense of sharing and cooperation. The teacher only needs to ask the children to meet their own problems and find a way to solve them first. Really not, the teacher can help them.
extreme
Liu Songyuan, a child in our class, has a general development of oral expression ability and a certain vocabulary. He can basically express himself with appropriate words but is not interested in reading. He transferred to us from another kindergarten this year. The child doesn't like reading very much. He never turns to books. He came early this morning. After putting away his schoolbag, he moved the stool to the library area. Picking up a book "Eggs and Egg Nest" at random from the bookshelf, he turned to the first page, then to the second page, and finally said to himself, "I've finished reading it." Then I turned a few pages, closed the book, put it in the bookshelf, and took another book and flipped through it at will.
Analysis:
Liu Songyuan's children, driven by children with strong reading ability, have a preliminary reading consciousness. They can read from the first page and know the simple reading order. Children's role awareness has been strengthened, and they can freely arrange their own roles in reading activities. And children's understanding of the pictures in the book is still very simple, limited to reading the contents of a single page, unable to combine the contents of the whole book. Moreover, children are interested in reading, but they can't read a book continuously and completely.
Educational strategy:
Through this child's reading habits, as a teacher, we should first cultivate his interest. Let him try the fun of reading. Teachers strive to be friends with children and gain their trust.
Tisso
Observation background:
Li xx, 5 years old, is an active child with poor little finger flexibility. I don't like paper cutting. Each paper-cut work is a few irregular figures, mainly round or polygonal. In regional activities, he never chose to go to the paper-cutting corner to cut paper.
Observation record:
After breakfast, the children came to their favorite activity area. I saw Li Zihao come to the toy area to play with toys for the first time, but this time he came to play, and there was no room for him. He walked around the toy area, and then came to the book area, the puzzle area and the art area ... all the areas were occupied by the children. What can we do? Only the paper-cut corner can still be used. He saw it, but it stood in the distance, motionless, frowning and pouting. I went up to ask the reason and suggested that he go next time. Li xx had no choice but to sit there. According to the teacher's request, the children began to cut paper voluntarily. Zihao picked up scissors and cut out a circle with unsmooth lines on the edge of a piece of paper. He held it up and said to me, "Teacher, I'm finished." "What did you cut?" I don't know. The child bowed his head when he spoke. I said, "You have your own name, so give him a name!" " ""My name was given by my mother. I can't give it a name. " "You can get up, it doesn't matter, say it out, you can call him anything. "The child took the work, thought for a while, looked at me and said," This is an orange. ""You are great. What beautiful oranges you cut! Then cut it! " After listening to my words, the child stopped wandering and quickly picked up the second piece of paper ... At the end of the activity area, he even showed his peeled apples!
Observation and analysis:
Children's interests are not innate, but influenced by the living environment and guided by their parents and teachers. When a child has a sense of success in a certain aspect, he must have self-confidence and interest will naturally arise. From then on, I no longer insist on letting children cut paper, but seize some good opportunities to guide children to succeed in the process of paper-cutting, so as to experience the fun of paper-cutting and have full confidence in paper-cutting. Gradually, children will get different degrees of development in paper-cutting.
Reflection:
1, pay attention to individual children. Paper-cutting activities are not suitable for group activities. Therefore, teachers can pay good attention to individual children in the collective paper-cutting activities, so that they can build up their self-confidence and get the happiness and satisfaction of success. The guidance of thinking is also completed in this process. The progress of children is the success of teachers' activities. Instruct a child in the next activity, and don't rush for success.
2. The teacher should be a bystander. In the process of paper-cutting activities, when children are confused, teachers should not rush to tell them the solution, but join the activities as a bystander and discuss the solution with them. Let the children find their own answers. Children are willing to participate in this process. They not only gain self-confidence, but also cultivate their oral expression, observation and imagination.
3. Guidance of good works. In the process of paper-cutting, children have a work that they are most satisfied with. Teachers should grasp children's psychology and show their works in class in time. This is not only an incentive for the children themselves; For other children, it is also an opportunity to learn from each other; At the same time, for teachers, these works can be summarized in order to carry out the next paper-cutting activities and establish appropriate goals.