The basic form of the lecture:
In other words, the basic framework of the course:
First of all, talk about textbooks.
Second, talk about learning.
Third, say the goal.
Fourth, say preparation.
V. Representation process
Theory of intransitive verbs and learning methods
Seven, highlights or features
Speaking of textbooks:
Teaching materials for analysis. Title, source, that is, where you come from and why you choose it-that is, if your activities come from the theme, explain the content and value pursuit of the theme, the position of this textbook in the theme, and whether it is related to other textbooks in the theme. If your activities come from children's life, explain why you choose this textbook from life, and analyze children's age characteristics, psychological characteristics, learning characteristics and their relationship with the textbook to promote children's development. If your activity comes from an independent textbook, explain the attraction of the textbook itself and analyze the intrinsic price of the textbook. (Example: The story of kissing a giraffe is selected from the theme of "interesting animals" in the next semester of a small class. The story chooses rabbits and giraffes that children are familiar with and like as characters, and tells a story of a giraffe aunt helping others, especially the story of a rabbit kissing a giraffe aunt, which makes people feel very interesting and conforms to the age characteristics of small class children. In life, we often see the children in our class kissing the teacher's hand or face to show their love for the teacher. Considering that most children nowadays are only children, especially those in small classes are young, all of them are "self-centered" and lack the quality of friendship and mutual assistance, I think this story conforms to the age characteristics of children in small classes and the actual needs of children. So, I chose this story, combining language and society. )
Second, talk about learning:
Analyze what? Children's age characteristics, psychological characteristics, learning characteristics and their relationship with teaching materials (for example, kissing giraffes in small classes: children in small classes are about 4 years old. They are in a typical game age, which is the peak of role-playing. They are particularly interested in games and usually like to imagine themselves as characters in stories. But because of the lack of vocabulary, children want to say it in the game, but they don't know how to say it. Even if they say it, it is difficult to fully express themselves. So I want to let children experience the fun of the game through activities and provide them with opportunities to speak. )。 The analysis of learning situation is the most easily overlooked by kindergarten teachers in class. The purpose of learning situation analysis is to choose appropriate teaching methods and learning methods.
Three goals:
How to determine the goal-emotion, cognition and ability. The goal is to dig. The premise of mining is the analysis of teaching materials. The evaluation of the target focuses on whether it is clear, specific and verifiable. At the same time, it is necessary to analyze the key points and difficulties of the textbook, as well as the determined reasons or breakthrough methods (for example, in the language field of "Guidelines for Kindergarten Education", it is proposed that "the key to developing children's language is to create an environment in which children want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response." And "encourage children to express their thoughts and feelings boldly and clearly, and develop their language expression and thinking ability." According to this goal and requirement, combined with the age characteristics and language development level of small class children in the next semester, children are young, easily distracted and self-centered. I put forward the goal of this activity from three aspects: cognition, ability and emotion.
1, cognitively: understand the story content in the game scene and deepen the understanding of giraffes.
2, ability: actively participate in the discussion of clean stories, willing to boldly express their ideas.
3. Emotionally: experience the happiness brought by friendship and mutual assistance.
The goal is to understand the story in the game scene and experience the happiness brought by friendship and mutual assistance. Therefore, in the activity, I take this as the teaching focus. Children in small classes have incomplete language expression, and sometimes they can't say more or express their ideas only by saying half a sentence. According to the development of children's language, I determine that the difficulty of this activity is to express their thoughts in relatively complete sentences.
Four people said to prepare:
What are the parts? -material preparation, knowledge and experience preparation, etc. And why such preparation is needed. In addition to the preparation of teaching AIDS, sometimes it is necessary to clarify the layout of the teaching environment, such as the problems that are easy to occur in health activities: (1) Don't say; (2) said what to prepare but didn't follow up why; (3) The preparation is not comprehensive. (Example: 1. Material preparation I prepared a rabbit headdress for the children, in order to let the children enter the game role of rabbit more; According to the story, I arranged rivers, forests, props, giraffes and other situations, ready to give children play in the situation and deepen their understanding of the story. Music is prepared to further create the atmosphere of the game. Two. Knowledge preparation I let my children know giraffes first and understand their basic characteristics. The children practiced the two basic movements of climbing and sliding. )
Fifth, teaching methods and learning methods.
1. Teaching methods and learning methods can be described separately.
2. Teaching method and learning method can be explained together.
3. Teaching methods can be interspersed in the teaching process.
Six represents the process:
This link is often a link to distance the lecture. What's the point? How to say it is smooth? Generally, it is necessary to define "how many major links there are" and "the main goal of each link". Explain "what to teach" and "how to teach" in stages-how to ensure the achievement of teaching objectives, how to ensure the overcoming of key difficulties, and how to ensure that all children achieve their goals to the maximum extent. This should be discussed from the following aspects: "What kind of teaching method to choose to break through the difficulties in teaching", "How to guide students to learn", "How to cultivate and help children improve their emotions, cognition and ability" and "Why to teach like this". In the teaching process, it is also necessary to make clear: the time handling of the link, the expected effect of the link, and possible problems (such as possible differences between children with different ability levels and situations that are inconsistent with the preset). ), how to solve it, how to randomly penetrate and so on. The teaching process should be detailed, but it is not the same as classroom teaching records. For key links, such as what teaching methods should be used to break through important and difficult points, the content of general links can be said less. Try to avoid the saying that the teacher asks, the teacher answers, the teacher asks and the teacher answers.
The way to talk about the process can be to talk about the arrangement of the whole link first, and then talk about it one by one, or talk about the content of one link and then talk about the content of the next link in turn, and try to use appropriate interlanguage between links to make the whole lecture confusing. Ask questions to guide children to say the colors they know and stimulate their interest in colors.
Question: (1) What color do children like?
What color clothes are the children wearing today?
(3) Do you know any other colors?
When teachers ask questions one after another, children are active from answering questions to asking questions, from asking questions to finding solutions to problems, which really arouses children's heartfelt interest in color. )
Problems that are easy to occur: 1 is too simple; 2. Each link only explains "what to do", not "how to do" and "why"; 3. How to realize the conversion between tabular process and declarative process, tabular teaching process and its elaboration, features: strong visibility. How to turn visibility into audibility? High language expression requirements: What does this link do? How many steps? What do you think? Possible problems? How to deal with it? )
Seven highlights:
What are the highlights-the most distinctive feature is the multi-angle mining of materials; Teaching methods; Teachers' quality and textbook composition can be combined in different ways, such as: a textbook, including content, objectives, important and difficult points, preparation for exams, etc. ; The second is the teaching law; The third is the teaching procedure. Some say that the content of the class has no "characteristics".
There is another simple way to say the lesson:
The significance of the lecture
First of all, there is no unified definition of the connotation of class. Broadly speaking, class is the concrete conception, design and theoretical basis for teachers to teach a certain subject (activity) according to educational theory, syllabus and teaching materials, combined with the actual situation of educational objects and facing their peers. In other words, teaching is a process of comprehensively expounding and perfecting teaching design. Simply put, it is to be clear: what to teach, how to teach, and why to teach like this. In the process of "talking", teachers should not only talk about written teaching plans, but also let teachers talk about the design ideas, educational ideas and specific basis behind the education plan, and emphasize the question of why teachers should design like this.
The purpose of the lecture is to brainstorm in a short time through simple and quick lecture forms or means, to test and improve teachers' teaching ability and teaching and research ability, so as to optimize the activity process and improve the activity efficiency.
Compilation of kindergarten lesson-telling plan
The lecture program in kindergarten is written according to the inherent logic of the lecture content. In the teaching work, the teaching methods can be simply summarized as "four theories and one demonstration", which means "teaching materials, teaching methods, learning methods and teaching procedures"; "First demonstration" refers to "showing the auxiliary teaching courseware that you participated in the design".
(A) said textbooks
Talking about the content of teaching materials is to point out its position in the whole or theme network teaching by analyzing the content characteristics of the selected activity theme. Therefore, the teacher must first make clear what the content of this activity is and why he chose this activity. It should be noted that the selection of teaching materials was prepared from the needs of local children at that time. If the selection of materials involves regional characteristics, even the characteristics of kindergartens, it should be more prominent, so as to develop kindergarten curriculum in kindergartens. Activity content and teaching materials are not the same concept. Activities should include teaching materials, but not limited to teaching materials. Kindergarten teaching materials not only refer to the content of teaching materials, but also include the analysis of children's situation, teaching objectives and activity preparation. Therefore, when explaining the content of the activity, we must make clear the teaching materials and the contents related to the teaching materials.
A brief analysis of children's present situation mainly includes children's age characteristics, physical and mental development, mastery of original knowledge and basic skills, and intellectual development. Children's non-intelligence factors include children's interest, motivation, behavior habits, will and other development. In this link, teachers should express their scattered impressions of children's observation step by step in an orderly, clear and targeted manner, so as not only to understand children more clearly, but also to enable teachers to closely link the relationship between children's development level and the design of teaching activities, so as to consider the determination and selection of goals and contents, so as to gradually and truly promote children's development in educational activities.