Starting with educational narrative research, we can not only solve specific problems in educational practice, but also promote the improvement of kindergarten education and teaching quality. The following is my analysis and reflection on the narrative case of kindergarten education. Welcome to reading.
Analysis and reflection on narrative cases of kindergarten education 1 case 1
In early sports, children played in their favorite activity area. Suddenly, J.J., squatting beside the sand, pointed to a mass of black things on the ground and shouted, "Teacher, come quickly!" " There is a centipede there! "I rushed to evacuate the children who came to watch and told them that centipede was poisonous and it was quite dangerous to be bitten by it. But children's curiosity and spirit of inquiry make them reluctant to leave for a long time. I found a bottle, carefully put the centipede in the bottle, and brought it into the class after the morning exercise. I changed the original activity materials into a learning activity of "exploring centipedes". From reminding children whether they have seen a real centipede to telling their feelings after careful observation: from discussing the appearance characteristics and living habits of centipedes to grouping and reading materials in the database; From raising the objection that "the bug in the bottle is centipede or Ma Lu" to distinguishing it in the form of painting, children have a more detailed and comprehensive understanding of centipede.
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In the protagonist's game, we deliberately set aside a better grip. Therefore, we boldly use children as small teachers, make up lessons for children who are sick on weekdays or take time off for special reasons in future kindergartens, and reward them by checking the knowledge of the "students" we teach. The attempt of the protagonist game in Small Class has improved children's communication potential, and their sense of responsibility and sense of competition have also been cultivated in "teaching". The joy of success makes them more confident. More and more children have made great progress by learning from role models.
think
From the first case, we can see that through a series of activities to get close to nature and perceive nature, children's curiosity is satisfied and their autonomous learning potential is improved. Children not only gain detailed and rich knowledge, but also enhance the sense of cooperation and responsibility among partners and cultivate their good observation habits.
Nature is also the child's teacher. In children's daily activities, we should follow children's exploration of nature and dig a space for children to spontaneously create scenes and perform freely. Through a period of observation, I found that "small class" is the most common scene created by children. Children's imitation of the teacher's appearance in teaching is almost the same as the teacher's performance in class on weekdays. Some children retell knowledge and interact with drought insects at that time, and randomly convert activity materials to generate activity materials that children are interested in, making education entertaining.
From the second case, we can see that when education originates from children's real life, and when teachers' perspective shifts from books and textbooks to children's real life, learning becomes an internal demand of children. Teachers should seize every opportunity for children to take the initiative to learn, expand and deepen in time, stimulate children's interest in learning and exploring the objective world, and make education a life practice and pleasant experience for children.
Facts have proved that children's autonomy can be fully mobilized. Interest, curiosity, desire to imitate, desire to express and other internal driving forces of learning are very critical and necessary in the whole activity process. Teachers should timely and accurately capture children's interests, cherish and make good use of children's curiosity. At the same time, on the basis of following the age characteristics of children's love of imitation and expression, the interest points are skillfully introduced into the activity process, and the children's curiosity runs through the whole activity, accurately grasping their inquiring psychology, and consciously creating various platforms for children to learn from each other and improve their learning potential and comprehensive potential through intentional interaction.
As kindergarten teachers, we should care about children, be close to children, interpret children, live and grow together with children, understand children's characteristics and interests, and adjust, supplement and replace kindergarten courses in a timely manner with a keen eye, an open mind and a flexible way. I believe this will make children grow up healthily and happily in the life-oriented curriculum.
A class is like a big family, with many people, different personalities and different eating habits. As a kindergarten teacher, we should give everyone in this big family a warm, happy and healthy childhood.
There is a special family member in my big family, Rui Rui, a very tall and fat boy, who is not good at words, has some harmless "bad" habits and likes to mind other people's business.
First, boring art activities.
It's time for art activities. It's a little boy named Rui Rui. He likes painting least. He doesn't like drawing in class. He drew a few random strokes, and the coloring was messy. The color is a mess inside and outside. When others are painting seriously, he always sabotages it. The children who draw on the table with him will sue him every time they draw. "Teacher, Rui Rui draws on my paper." "Teacher, Rui Rui is always talking, which makes me unable to draw!" Rui Rui's performance in artistic activities is always the same as before. I don't think this can go on forever. I always remind him to paint quickly, but I only use the teacher's strength to stop his unreasonable behavior. I didn't really guide him to try painting and like it. Once I quietly walked behind him to see his behavior, and found that he was impatient and could not draw lines and color one by one like other children. Finally, write your name carefully. Rui Rui always draws a few strokes, so he has no patience. Either he talks nonsense everywhere, or he finds the teacher watching him, so he scribbles a few words. It doesn't matter if all the colors are painted outside. I thought about it and thought that children like to be praised by teachers, so there should be a reward and punishment system. In the process of drawing, serious and complete outstanding children will be praised by teachers and rewarded with small stickers. Of course, children who are not careful will also be punished, that is, they will draw a painting as their homework after going home and take it to kindergarten the next day to share their painting experience with their children. However, this method is very important for Rui Rui.
Generally speaking, it is not the best and most effective way. I talked to his family again. I hope I can spare time to finish painting with Rui Rui at home on weekends, cultivate the child's patience, and guide him in some painting methods and coloring skills in kindergarten. Educate at home and guide children to develop their self-painting potential. It was raining this afternoon. The children were drawing their own art exercise books, some were drawing dinosaurs, some were drawing their own schoolbags, but Rui Rui was staring at the ceiling in a daze. I went up to him and asked him, "What's the matter? Do you want to invite grandpa to see your work after school? " ! Do you want a sticker? However, you should draw beautifully and carefully! "Rui Rui's eyes lit up." Teacher, I can also put up small stickers. "I said nothing and left with a smile. After a few minutes, I walked past him' unintentionally' and saw him drawing seriously, so I asked other children what color to draw. After school, his grandfather came to pick him up, but he pulled him in front of me and said with a shy smile, "Show my work to grandpa." Grandpa and I both laughed. ...
Second, disobedient clothes.
Rui Rui also has a habit that makes people feel a little headache. Every day before taking a nap, the children will fold their clothes neatly and put them on the chair. He is the only one in the class and never folds clothes without reminding him. Therefore, he is the fastest to enter the nap room. While the other children were still seriously tidying up their clothes, he was already lying in his crib. The children sitting next to him will come to me as scheduled at noon every day and tell me, "Teacher, Rui Rui!
After that, I will wake Rui Rui up from the bed in the afternoon bedroom to fold clothes. As we all know, cultivating children's good habits of independence is the foundation of education. It is not long-term to passively ask children to complete some things without guiding them to naturally develop good living habits and moral quality, nor is it an effective educational measure. Yesterday, I had a discussion with all the children in my class. The theme is "How to be friends with our clothes and shoes". After several children expressed their opinions, I took the initiative to attack. "Rui Rui, please talk about his opinion. Clothes should be worn every day, just as we eat with chopsticks every day. After eating, we should wash chopsticks and disinfect them. Then we are wearing the same clothes. Rui Rui, how do you want to take care of it? " Rui Rui stood up deadpan, and finally said, "You can't eat on clothes when you eat, and you can't draw on other people's clothes." I continued to guide and said, "What about before going to bed?" Other children immediately replied to fold the clothes and put them on the chair before entering the nap room. Hearing other people's answers, he also said, fold the clothes before going to bed. I improvise. "Okay, Rui Rui, I promised the teacher myself.
He seems reluctant to introduce me to someone. Maybe he is afraid that he will not do well. I told him that the teacher would help. Come and introduce me. Walking back to class at noon that day, the children were busy tidying up their clothes. I didn't personally remind Rui Rui as before, but observed him and gave him a chance to show himself. I stood at the door of the lounge, watching Rui Rui coming. I just wanted to ask him if he had packed his clothes, and he suddenly said, "Oh!" I turned back to my chair. I squatted down to put on my shoes. Finally, I smiled and watched me go into the nap room and lie in my crib.
Kindergarten education and teaching need to pay more attention to some trivial matters, and care about some trivial matters that others think are insignificant. Dealing with children every day will naturally constitute some bad habits unique to kindergarten teachers, and treat children simply as children. In fact, teaching is teaching and learning. While educating and guiding children, it is also a learning process. Children's world also has their moral values, even their outlook on life and values. As long as you are patient and careful. Every innocent and kind child can be our teacher!
Analysis and reflection on narrative cases of kindergarten education III. Yanyan is a new child in our class this semester and a new resident in nanqiao town. In other words, she has to deal not only with new classes and new children, but also with the new environment and new language around her new home. At the beginning of school, Yan Yan's grandmother greeted me and expressed her concern: the child has poor self-care potential, little contact with the outside world, and is rather shy and introverted. She is very familiar with her, and her cousin who agreed to come to the new class finally put it down, which made her "you lied to me!" I feel that she is afraid that her granddaughter can't adapt to kindergarten life. Knowing this situation, I made this child the focus of my work when I started school.
At the beginning of school, Yan Yan adopted a completely exclusive attitude towards the life of the new masses: she refused to come to the garden, crying and shouting every morning, holding her grandmother's hand; She refused to participate in the game; Even refused to eat, always shouting, "Grandma has cooked the meal, and my sister wants to go home for dinner." During the period, my parents were also extremely worried and sent my grandmother to visit.
In the afternoon, Yanyan refused to take a nap, preferring to stand. However, she didn't refuse me, so I took her to the toilet and let her rest on me. For such a sensitive and delicate child, my initial countermeasure is "conformity". I hope that after she is familiar with the new environment, she can independently understand the rules of the new environment and people's lives. However, several days passed without success. She still refuses to stay away from everyone like everyone else and never take part in group activities. Discuss and exchange the situation of Yanyan with grandma. Grandma said, as long as you don't cry, you can do whatever you want. At the beginning, I also agreed with my parents that stabilizing emotions is the key. However, her activities began to infect some children. Hao Bo, Xiaolan and Chen Yi, who don't like to eat, saw me accommodating Yan Yan and took the opportunity to ask: Teacher, I don't want to eat this dish; I don't like the soup ... one day when I was nursing, I was in a hurry to clean up because a child knocked over the soup, so I ordered Yan Yan to say, "Eat it yourself next, and don't cry any more." Because of her serious tone, I was worried about whether she would cry, but when I came over, I found that she really stopped crying and was eating by herself. This situation gives me confidence. I began to change my educational strategy.
First, I began to come to the park happily. After contacting my parents, my parents and I asked her to come to the park in the morning and let my grandmother play with her for half an hour. If her grandmother cried when she left, she would not be allowed to accompany her the next day even if she cried badly. If she didn't cry after grandma left, and she could move with everyone after grandma left, then grandma was allowed to continue to accompany her the next day. At first, Yan Yan was still crying when her grandmother left. I did not compromise. As soon as her grandmother came into the classroom the next day after crying, I resolutely let her grandmother go home. I observed that when she came to the park in the next few days, her mood fluctuated a little, but she didn't cry. After that, her mood was basically normal, and she didn't refuse to resist my request. I rewarded and praised her. In the next few days, I gradually asked to leave my grandmother's company and go to school slowly and happily. With the gradual implementation of the requirements. Yan Yan began to understand the new environment. With the help of the teacher's guidance and necessary requirements, she began to play with the children, and gradually began to have a smile on her face.
After the National Day holiday, I was worried that Yan Yan would feel strange to the environment and teachers again and would not come to the garden again, but it turned out that my worry was residual. Yan Yan came to the garden early, waved her little hand happily and told her grandmother to go back quickly, and then went to play with several good friends Jia Yi and Yi Ning. Grandma reflected that her mother was still on holiday this day and told her to stay at home for another day, but she insisted on coming to the garden because she said, "The teacher will wait for me."
Parents are amazed at the changes of their children, consciously stop going to the park, and their children's mood is very stable. This shows that the corresponding strategies of teachers have achieved results.
Analysis and thinking:
At present, human potential is manifested in all aspects, among which the ability to adapt to strange environments is also one aspect. For young children, the adaptation process to the environment is different due to the differences in children's personality, growth environment and parental rearing patterns. For teachers, in the past, our mindset was to adjust the environment to adapt to children, and the personality was that teachers would consciously accommodate children at the beginning of school. In this case, at first, I reacted to children's refusal to understand the environment, and my countermeasure was to adapt. Because the object of education is a sensitive and very delicate child. I feel that the child's series of refusal behaviors are actually an external manifestation of her psychological anxiety. She refused the environment to enter his life and created a "sense of security" for herself. For example, her refusal to eat is an obvious behavior. However, when she has a specific "attachment" object in the environment, I should adjust my educational strategy in time and change "obedience" into "obedience". From the analysis of the teacher's behavior in the case, because the object of education is "sensitive", she feels that her behavior has caused the teacher to change her attitude. In order to continue to have an object that can be "attached" in a strange environment, she began to adjust her behavior and in turn complied with the teacher's requirements. Just like Yan Yan said to me when she came to the garden one morning, why did the teacher hug me every morning and give me a five-pointed star at night? At that time, I replied: "Because you are the sister and child that the teacher likes very much." Children gradually adapt.
In this process, the teacher's constant affirmation should be carried out alternately with the requirements, so that children will have the confidence and interest to continue to complete the teacher's requirements after being praised.