In dealing with affairs and working life, teaching is one of the important tasks, reflecting on the past and living in the present. Then the question is coming, how to write reflection? The following is my reflection on kindergarten teaching for everyone, hoping to help everyone.
Reflection on kindergarten teaching 1 Before the theme activity, we carefully analyzed the overall goal of the theme activity and the sub-goals of the small theme activity, so that we can grasp the theme direction and know the expected goal during the whole activity implementation process, and avoid the disadvantages of insufficient comprehensive research on the theme activity in the past. 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.
Reflection on Kindergarten Teaching 2 In this activity, I designed a language activity "pit" for the middle class, with three goals:
1, learn to read, understand the meaning of the picture, and simply say it according to the meaning of the picture.
2. Understand the story material, preliminarily understand the interesting phenomenon of water surface imaging and try to perform the story.
3. Improve children's reading ability and language expression ability. When designing the scheme, I put forward the problem that needs to be explored in the activity according to the learning characteristics of my class, that is, how to improve the development of children's reading ability by combining story teaching? After the activity, I made the following reflections on the questions raised according to the scenes in the activity.
1, children's reading time and form adjustment.
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.
2. Consistency between goal setting and scheme design.
During the activity, the question I asked was "How to improve the development of children's reading ability by combining story teaching? And when designing the activity plan, we set the goal according to the problem. However, from the scene of the event, most of the design links are still relatively traditional and do not clearly show the requirements of "reading". The weight of "reading" is not as important as that of "performance". So according to this scenario, I imagine that in the design process, it is necessary to reach an agreement with the goal setting. If you can try to adjust the link like this, you can arrange the children's performance materials after the first reading, and the children can accumulate more language experience after the performance, and then the teacher arranges the children's reading activities, focusing on guiding the children's reading order. After such adjustment, it may be more suitable for the goal and more helpful to solve the problem.
After this activity, I tried a new teaching method, trying to be more suitable for the learning level of children in my class. So in the future story teaching, I will use this teaching mode again, and make adjustments and improvements according to the problems in this activity.
Reflection on kindergarten teaching 3 Because most of our children live in the countryside, there are activities such as making 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 are enterprising every time they participate in health activities. 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.
Reflection on Kindergarten Teaching 4 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 demands on 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.
Reflections on kindergarten teaching 5 1. Pay attention to the learning process. Pay attention to children's efforts.
Young children are young and lack scientific understanding and evaluation of themselves. Therefore, if the child's attention is directed to "the process of learning" and "the efforts made", the child will neither be proud nor easily conceited, but will have hope for his self-confidence. Therefore, the praise of educators should focus on the efforts made to achieve results. For example, "You have made rapid progress", "You answered well, come on", "You used your brain, and this answer is different from others", "Today, a certain child can sit down and listen to the class, and try harder" ... Clear guidance will not make the child complacent, but also let other peers understand the connotation of the example, and let the child realize that his efforts have been affirmed and praised, and the child will be more motivated in the future.
2. Specific and instructive, focusing on the direction of children's efforts.
Praise is not the goal, our goal is to promote the sustainable development of children. For example, "sit still" is changed to "so-and-so's little hand has not been touched"; "Listen carefully" is changed to "always look at the teacher"; "Good performance" was changed to "Listen carefully and do your homework correctly"; "You are great" is changed to "You can't hold a pen before, but now you can draw" and so on.
For children's efforts, we can't just summarize them as "smart" and "good". Children simply don't feel that their achievements have been achieved through hard work, so praise should be more targeted. "You can clean up the toys so neatly and the activity area so cleanly, which really makes the teacher feel at ease." "Today, it is not easy for a child to check out a small problem by himself!" "Your homework is no problem. It will be better to accelerate next time. "
The object of encouragement should be comprehensive, including both the original excellent and the progressive. Affirm more specific words and deeds, aiming at promoting children to continue their efforts.
3. convey the language of appreciation and pay attention to the embodiment of value.
Praise must first convey appreciation. "Your answer is very special", "I see what you mean", "I like your bold answer", "You listen more carefully than before", "I know what you will do", "Many of our children will do as you do" and so on, so that children can realize that teachers appreciate them, feel their attention, understanding and trust, and stimulate their interest in learning.
The language that conveys praise should focus on the learning content itself, not the appreciation form. Bruner once said: "The best stimulus to learning is interest in learning materials". Therefore, praise should also point to the learning content, so that children can further appreciate the value of the learning content itself.
4. Enrich the ways of encouragement. Focus on the best development.
According to children's different levels of development, family background and stage performance, different encouragement methods can be deduced, which will receive more diverse effects. For example, according to the size of courage, the level of voice, the difficulty of the problem, give different appreciation and expectations. For example, "You didn't come these two days, but you still answered so completely" "So-and-so is the third time to paint so big" "Your method is better than that just now" "Such a difficult question didn't bother you" "So-and-so, the youngest in our class, did it so seriously today" ... We tried our best to find the bright spot of positive praise, even if it was gold panning in the sand, we should affirm it.
Of course, to avoid explicit praise, we can omit unnecessary praise, put an end to duplicity, and reduce empty praise and exaggerated praise.
Verbal praise is just a form of encouragement. Hopeful eyes, supportive nods, encouraging smiles, well-meaning silence, warm hugs and gentle kisses all convey respect, trust and encouragement, so that children can experience the joy of success.
In addition, the combination of individual praise and group appreciation, direct praise and indirect affirmation, public praise and private encouragement will get twice the result with half the effort.