1. How to write reflection on kindergarten teaching?
The activity of "national costumes are beautiful" was developed on the basis of children's early experience of "knowing ethnic minorities". In the pre-class review, starting with the name of the activity, we think that the most important point of this teaching activity should first be national costumes to guide children to perceive the costume characteristics of several common ethnic minorities; Then it is how to make the national costumes more beautiful in design, so as to show the beauty different from the Han costumes. Art activities should let children appreciate and feel beauty. Then the national costumes provided for children to appreciate in this activity must first make children feel good-looking and distinctive. What I provide to children is pictures on children's constructive operation materials. The color of the picture is harmonious, but there are few bright patterns, and the effect is blurred after being displayed on the physical projector. This kind of introduction is difficult to pave the way for the following links. If we can collect and download some costumes with national characteristics from the internet for children to enjoy, the effect will be very different.
Every time you draw, 8K drawing paper can't be completely spread out on the table, which affects children's drawing. Therefore, there are always a few children who have to go to the back cabinet temporarily for a painting activity, and it is impossible for children to complete composition and coloring at the same time.
2. How to write reflection on kindergarten teaching?
In this open class, I want to discuss how to teach activity classes well, hoping to discuss with my colleagues and solve the long-term confusion in comprehensive learning. I mainly tried the following three points: First, create a teaching model to stimulate students' interest. In view of the phenomenon that students are not interested in comprehensive learning and stay out of it in the past, the starting point of teaching is the students' realistic learning state. In order to arouse students' strong interest in independent inquiry, I reworked the teaching materials of this unit. According to the students' reality in our school, I changed Roaming in China into Approaching Confucius, aiming at The Analects of Confucius and Confucius. In the preparation stage of activities, taking the open class as an opportunity, students are encouraged to show bravely, bringing honor to the collective and individuals, expanding the time and space confined to the classroom outside the classroom, and changing the passive completion of learning tasks into active participation.
Second, advocate cooperative inquiry learning. Organize students to solve problems effectively through cooperative inquiry and experience the success of cooperation and the joy of sharing. In the setting of activity goals, we emphasize the core cohesion of the group, consciously guide students to form the study habit of cooperative inquiry, and strive to make students form an active learning way of actively exploring knowledge and paying attention to solving practical problems.
Third, attach importance to students' subjectivity and make the classroom truly "active". The teacher's role in the classroom should be to "throw a brick to attract jade". The ultimate goal of a class is not to show the teacher, but to let students learn knowledge, master methods, understand the truth, be influenced and infected, and enjoy the happiness of free learning. In this class, the teacher only introduces passion at the beginning, summarizes and guides the homework at the end, and the middle part only comments and supplements at will, and gives the rest of the time to the group representatives to make a report.
However, the final effect of the class is not exactly what I expected before class. First of all, it is manifested in the grasp of time and rhythm. The organization process in the early stage is a little tired, the number of group representatives is too large, and some data are repeated and not standardized. Therefore, in the end, there was not enough teaching time, no activity evaluation and summary, and some consolidation exercises were processed too quickly. Secondly, the activity grouping is unscientific. I was grouped according to the nearest seats, which proved to be unscientific. Because students' interests are not taken care of, there is a phenomenon of group content repetition in the exchange report. In addition, there is a single way to generate activity results. At the end of the activity class, in order to consolidate the results of the activity, I asked each student to complete a problem of accumulating idioms and famous sayings. In addition, I suggest that each group make a handwritten newspaper of the activities. However, I was too rough in guiding and didn't fully consider the students' specialties and interests. On the contrary, I restricted students' thinking and expression.
3. How to write reflection on kindergarten teaching?
Wind is a natural phenomenon, which children can easily touch and feel with different senses. I designed the scientific activity "The Secret of Wind", and with the help of vivid teaching AIDS, let children know the formation and characteristics of "Wind" and the relationship between wind and human life. The new "Outline" points out: "Children's science education is scientific enlightenment education, which focuses on stimulating children's cognitive interest and exploration desire, creating conditions for children as much as possible, using various senses, using hands and brains, exploring and solving problems, and thus experiencing the fun of discovery." I designed this scientific inquiry activity, which attracted children's attention from the beginning by using magic boxes to do magic, a phenomenon that children were interested in. Stimulate children's interest in participating in activities, transform children's "unintentional" curiosity into "intentional" motivation for knowledge, and promote children's desire for scientific activities.
In the activity, first of all, we designed an observational, open and hierarchical question around the activity goal. For example, in activities, we change plastic bags into drums, so that children can feel the air around them, let go of balloons filled with air and blow them on their hair, so that children can know that flowing air forms wind and still air is not wind through observation and comparison. In this way, activities introduce children into the scientific atmosphere and induce their positive thinking. Secondly, the "Outline" emphasizes: "Teachers should provide rich and operable materials to provide conditions for each child to explore in a variety of senses and ways." During the activity, children choose materials to make artificial wind through the important link of "learning by doing" activity, make the windmill turn, acquire knowledge through hands-on, communication and expression, and acquire learning methods in the process. Then, by discussing and watching the courseware, fully mobilize the enthusiasm and initiative of children, grasp the relationship between wind and human life, and let children know. Finally, a new problem arises: how to make feathers fly? Lead children to explore in depth again, leaving room for children to explore and extend. The whole activity gives the children a relaxed atmosphere, and the teacher only acts as a supporter, encourager, collaborator and guide in the activity, listening attentively to the children's expressions and sorting out and summarizing them in time.
In this activity, I tried to embody the scientific attitude of taking children as the main body, serving children's development and cultivating children's interest in inquiry mentioned in the Guide. Children will always be the main body, and new knowledge and experience will be sorted out through observation, hands-on and exploration, so that children can grow their talents in practice. Of course, in children's scientific activities, we should strengthen the cultivation of children's thinking ability, enhance children's independence and exploration, let children complete their learning tasks in a complete link, truly master scientific knowledge, enter science, and let the light of science illuminate their growth path.
4. How to write reflection on kindergarten teaching?
Whether painting activities should be demonstrated is a controversial issue in preschool education. A few days ago, when I was listening to the in-class class, the "funny circle" of artistic activities caused me to think about this problem. "Funny circle" is to let children imagine and add pictures to the circle. In the lead-in activities, children's thinking is very active. Some people say that the circle is a foam, some people say it is a lid, some people say it is a watermelon, and some people say it is the sun ... The circle can become a pig, a chicken, a sun and flowers ... Children think a lot. In the process of children's imagination, the teacher asked two children to make an imaginary "demonstration" painting. One child painted Tian Yuan as a watermelon, and another child painted Tian Yuan as a chicken. Because of the children's experience, a chicken with two mouths appeared during the "demonstration" of the chicken. Next, in the children's paintings, it is found that almost every child draws watermelons, and many children draw chickens, and they copy chickens with two mouths. I think, if children are not allowed to "demonstrate" drawing watermelons in this day's activities, will watermelons appear in every child's works? If the teacher can use the chicken with two mouths to "demonstrate painting" and guide the children to understand the painting methods of the eyes and mouths of the chicken in front and the eyes and mouths of the chicken on the side, there may be no more chickens with two mouths in the children's works. All the children draw watermelons, which shows that the demonstration really frames the children's thinking. Children draw chickens with two mouths, which shows that demonstration is an effective way for children to accumulate painting skills. Do you want to "demonstrate" the art activities?
From the aspect of giving full play to children's imagination, try not to demonstrate painting, and let children feel it through appreciation, so as to expect children's works without a unified model. From the aspect of accumulating painting skills, it is necessary to demonstrate painting, and art needs necessary skills, which is the basis for children to innovate painting. Only when you have "goods" in your stomach can you innovate. The so-called "familiar with 300 Tang poems, you can recite them if you can't write them." Therefore, personally, don't simply demonstrate. Demonstration is to let children learn new skills and combine them with innovation. Demonstration is to let children know how to start and how to innovate.
5. How to write reflection on kindergarten teaching?
When I organized the small class protagonist game, I put all kinds of toys in the "doll house", including gas stoves, pots, shovels, cups, bowls, plates, clothes, combs, hair dryers, scissors, clothes hangers, washing machines, water heaters and so on. Before the game, I specifically told the children: "cherish the toys, don't compete to play, and put them back after playing." The children all answered loudly, "I see." However, before the game started, the children were confused. Linlin and Nana fought for the jar like a big saw. Nana said, "This is mine. I got it first. " Linlin said, "I am a mother, so I can cook." Chenchen ran over crying: "Teacher, you obviously robbed my mobile phone and didn't let me be a father." Obviously defending: "He is a younger brother, I am a father, and my younger brother can't have a mobile phone." Kiki and Shishi also had a fight over the hair dryer ... the game couldn't go on. I have prepared so many toy materials to stimulate children's interest in the game and promote the development of the game. As a result, children have a strong interest in toys, but the game can't go on. The problem is that I didn't fully consider the game characteristics of small class children. Children in small classes are imitative and herd-oriented. When they see what they are playing, they have to play with their peers, so there will be a phenomenon of competing for the protagonist and toys. It can be seen that only putting in all kinds of toys, but only one set in quantity, can not make the game develop smoothly.
With a lesson from the past, I put two or more sets of toys in each "doll house" in the next game. Children have toys at hand, and the competition is really much less. However, new problems have emerged. I saw bowls, plates, spoons, etc. on the tables of every "doll house". There are baskets and basins on the ground. Fengfeng took out a radish from the basket and looked at the things all over the table, not knowing where to put it. Finally, he simply lifted the lid and put the radish in the pot. She picked up all the bottles and cans and threw them into the pot ... it was chaos again.
Putting in enough kinds of toys reduces disputes and conflicts, but new problems also follow. The reason is that I lack a comprehensive and in-depth understanding of small class children. Small class children have limited life experience, and the game materials are relatively simple. Too many toys will affect the development of the game and can only stay in simple toy operation. So, how to scientifically put the toy materials of the protagonist's game into the small class? After several attempts, I gradually understand that there should be multiple sets of materials for the same theme, but the number of types should not be too many, and toys should be placed in stages and layers. At the beginning, four or five kinds of toys are generally suitable, and two sets of toys with the same material are more suitable. With the needs of game development and children's rich experience, we can gradually increase the types and quantities of toys, promote the development of game plots and enrich game materials.