Example 1: teacher a
Observation object: the yellow spot of Class One.
Observation record
1October 24th 10
I asked every child to say a nursery rhyme this morning. I sat in my seat and cried. I didn't speak for a long time, maybe I couldn't say it.
1October 25th 10
I cried again when I slept at noon and undressed during my nap. I can't take off my clothes.
1997 10 October 26th
I ate beef at noon today and cried again. I don't like beef.
Analysis and measures
Little by little, a child promoted from a small class should adapt to the life in kindergarten. But in class, I can't hear him say a word all day, and I always cry when I encounter problems. From my parents, it is said that Diandian was brought up by her grandmother and could not speak until she was three years old. Plus, she is timid and introverted, and she will cry when she has problems.
In the future, I will pay more attention to his language training, provide more opportunities for expression, further contact with parents and make some efforts to improve my language expression ability.
Example 2: Teacher B
Observation object: Hu Xinfeng, Class Two, Middle School.
Observation record
1997 10 October 23rd
In the morning, I was busy receiving the children who came to the garden. Hu Xinfeng came. He cried and said to his father, "Dad, you come to take me home to sleep every day." Dad said, "No, I have to go to work." "That grandpa replied." "no, grandpa
I can't walk any further. Hu Xinfeng took my hand: "Teacher, please hug me!" I have a cold. Although I was busy, I held him in my arms. His two little hands held me tightly and put his head on my chest. After a while,
His mood gradually stabilized. He said, "Teacher, let me go! I am ready. "
Analysis and measures
Hu Xinfeng's parents divorced, and he lives with his grandparents. Grandparents are too old to pick them up every day, so they have to take care of themselves. Today, he doesn't really have a cold, but he is emotionally hungry. He is looking for love and comfort from adults ... Teachers should be considerate and understand children as much as possible to help him through the emotional "famine".
From the above example, it is not difficult to see that teachers need to grasp three basic links to observe and understand children:
1. Topographic photography
2. Record the observation results
3. Analysis and utilization of observation data
How did Teacher A and Teacher B do in these three links?
First of all, from the field observation.
It is suggested that a teacher catch the abnormal macular mood for three consecutive days and follow it up.
It is also necessary for Teacher B to grasp Hu Xinfeng's anxiety of separation and make an in-depth observation.
They attach great importance to children's emotional and mental health when choosing observation objects and determining observation priorities, which is worth promoting. Tracking observation and in-depth observation are also necessary.
Second, from the observation results.
In the observation record, Teacher A only used the word "crying again" to describe the negative emotion of macula, which is too simple. Therefore, the teacher's analysis and judgment of the reasons for the child's behavior can only be "may not say."
I didn't take off my clothes. I don't like beef. "These conclusions are not made by yellow dots, nor are they reflected by the teacher through the original records of the child's movements, expressions and language. It is very difficult.
Get rid of the color and composition of teachers' subjective inference. Such a subjective conclusion is not helpful to solve the emotional problem of crying.
Teacher B, on the other hand, recorded the conversation between father and son, described her manner, mood and language, and recalled her direct contact with Hu, so that the observation record kept the behavior events well.
The sequence and real appearance are objective and accurate, which provides clues for further revealing the causes of separation anxiety of children in this single-parent family and also finds a breakthrough for solving the problem.
Third, from the analysis and application of observation data.
Teacher A failed to find out the reasons for crying every day from the superficial phenomena such as not being able to speak, not wearing, not liking to eat, and went deep into how the introverted, timid and unsuitable personality characteristics were formed. Small class children
Children cry when they are embarrassed, perhaps because their emotional needs are not met; If it is because of fear, it is necessary to analyze what makes children feel insecure; If you are not used to it, you should find out the environment, things and phenomena that children are not used to. namely
It is said that for children who cry every day, teachers should first consider how to adjust their emotions, not the cultivation of oral expression ability.
Teacher b's approach is more appropriate. Through the superficial phenomenon of "crying when coming to the garden", she saw the trauma brought by family changes to the children's hearts. Teachers are too lazy to ponder whether "I have a cold" is true or not, but give emotional comfort first, and thus determine the educational strategy of "helping him through emotional famine"
Obviously, teachers A and B observe and understand children's homework, one is superficial and the other is to the point. So, what are the characteristics, laws and requirements of this work? What should we do?
Observing and understanding children means that teachers understand children's development, psychological needs and existing problems through observation, and make educational work plans and determine educational measures accordingly.
It has some characteristics and laws.
1. Teachers mainly use observation to understand children. Generally speaking, in the process of daily life, games and educational activities, we directly perceive the observed object with sensory organs such as eyes and ears. The observed phenomenon is obvious in children.
Behavior: action, expression, language, behavior, etc. It is a way for teachers and children to understand and communicate with each other, and it is used to help teachers distinguish children's development from general or general behavior.
2. Teachers should learn to analyze children's psychological state through their external performance: development level, psychological needs, existing problems, etc. Just as doctors diagnose diseases through external symptoms, teachers' observation and understanding of children is essentially a judgment of the nature of children's behavior.
When making a judgment on the nature of children's behavior, teachers must analyze the characteristics of children's age and educational principles, correctly understand the nature of children's behavior, and if they make a wrong judgment, they will open a wrong or invalid "education subject"
Party ". This is the gap between teacher A and teacher B.. A teacher failed to correctly understand the nature of children's behavior and prescribed an invalid "educational prescription". Teacher b is the opposite.
3. Teachers should determine educational measures according to their understanding of children and make educational work plans, that is, "understanding precedes education". Understanding children is the premise of educating them correctly. Understanding children doesn't just mean that teachers know children.
Daily performance and relatively exposed emotional desires, it is more important to understand the process of children, that is, to understand the order of children's development, to understand the trend of children's development, and to master children's personality characteristics. Only in this way can the growth of all children be improved.
Environment, create educational methods suitable for each child's development.
In order to make the observation and understanding of children's work play its due role and not become a mere formality, teachers should do the following, which is also the focus of supervision and evaluation of teachers' work by higher authorities such as principals.
1. Conduct on-site observation with purpose and emphasis. On-site observation should have a clear purpose, a general observation angle, clues and key observation objects. You can't observe the child today, and you can change it tomorrow. What hit the eye?
Just observing something. When determining the key observation objects, we can consider taking one representative from each type of children. For example, children with different personality types have normal or low development in movement, intelligence, language, sociality and aesthetics.
Normal and abnormal children, children with different family backgrounds or growing experiences.
When observing, we should focus on certain purposes, capture relevant and typical behaviors, and find general rules by tracking these children.
Of course, if there are special circumstances or unexpected situations, we should improvise and pay special attention to children who have temporary problems or abnormal performance.
2. The observation results should be recorded accurately and objectively. Observations can be recorded in narrative and descriptive ways (that is, describing and describing children's behavior). Generally includes the following contents.
A. record the time and place where children do all kinds of things.
B describe the background of children's behavior: under what circumstances do children behave like this.
C. Describe the methods and behaviors of children doing various things, especially the changes and new behaviors of children.
Describe children's feelings about their behavior: expressions, emotions, expressions.
E. record what the children say during the performance.
Written records should better preserve the original order and true characteristics of behavioral events, and should be objective and informative. This part of the text usually constitutes the first part of the observation note.
3. The observation data should be correctly analyzed and reasonably used. Correct analysis of observation data is to make a correct judgment on the nature of children's behavior according to observation records, draw conclusions and analyze the reasons for children's behavior. Generally speaking, we can find the reasons from cultural and family background, physiological and biological factors, psychological and social factors, children's growth experience and so on.
Rational use of observation data refers to the determination of educational viewpoints and the formulation of educational measures through the above analysis. Follow-up observation was carried out continuously after implementation, and the educational effect was summarized. This part of the text usually constitutes the second part of the observation notes.