Secondly, we should consider whether it has educational significance, what truth children can understand and what qualities they can cultivate;
Third, we should consider the age characteristics of children and the original foundation, that is, whether the selected teaching materials can be accepted by children and how different they are from their age characteristics:
Fourth, we should consider children's interest needs and pay attention to whether the selected teaching materials can attract children and make them interested in learning. The choice of teaching materials, only considering their own scientific and educational nature, taking into account children's age characteristics and interests, will stimulate children's thirst for knowledge and concentrate. Therefore, choosing good teaching materials is the premise to ensure the effectiveness of collective teaching activities in kindergartens.
Second, set appropriate goals After choosing a set of teaching materials, teachers should set appropriate teaching goals according to the content of the teaching materials. Appropriate teaching objectives are the basis for achieving the effectiveness of collective teaching activities. When setting goals, teachers should consider the comprehensiveness, appropriateness and operability of the goals. Comprehensiveness refers to the natural infiltration and coverage of knowledge and skills, habits and abilities, emotional attitudes and values. Suitability is to conform to children's age characteristics and actual class, which is not only related to children's existing experience, but also challenging. Operability means that the activity objectives should be specific and clear, and the innovative spirit and practical ability of children should be highlighted. In the expression of goals, teachers should use words such as "experience", "feeling", "like" and "inquiry" from the perspective of children. For example, the activity goal of "Handprinted Crab" is to experience printing crab shells with the palm of your hand and try to show the different dynamics of crabs by painting; Let children be willing to introduce their own works and create interesting storylines independently. Such a goal is specific and clear, with strong operability and clear expression. However, some goals are relatively empty, such as "developing children's observation and imagination" and "improving sensibility and expressiveness", which may be the medium and long-term goals of teaching, rather than being achieved by one activity.
Third, the rational design of teaching links An effective collective teaching activity, in addition to good selection of materials and appropriate goals, the rational design of teaching links is the key. In this regard, I think teachers should pay attention to these six links in the teaching process: stimulating interest, causing problems, awakening vigilance, paying attention to experience, respecting differences and paying attention to the whole. First of all, we should concentrate children's attention and adopt flexible and diverse teaching methods to stimulate their interest in learning. Such as lifelike dolls, colorful teaching AIDS, multimedia courseware and so on. According to the characteristics of children's attention, arrange the most important content from 5 minutes to 15 minutes after class; Secondly, according to the characteristics of children's thinking, make the teaching content from easy to difficult, concrete, vivid and interesting; Thirdly, according to the characteristics of children's learning, we should mobilize children's various senses, create an environment, provide materials for children to participate and experience in person, consider the characteristics of children's physical and mental development, and arrange hierarchical and challenging content, which not only respects differences, but also pays attention to the whole. Try to make every child feel successful in the activity and get spiritual and emotional shock.
Fourth, design appropriate questions In the process of collective teaching activities in kindergartens, teachers' questions are very important. A good question can effectively stimulate children's interest in learning and trigger their thinking and exploration. So how do you design the problem? First of all, teachers should consider the connection between the problem and the theme of the activity. For example, in the "I want to go to primary school" activity, the teacher asked, "What is the difference between kindergarten and primary school?" Children can discuss this closely with the theme, list many differences and have a certain understanding of primary school life. Direct questioning can guide children to quickly enter the theme of activities and save time to achieve teaching goals. Secondly, teachers should consider the appropriateness of questions, that is, whether children can answer these questions and whether they are suitable for answering. When asking questions to children, we should start from the children's existing personal experience, so that children can express their feelings and cognition in combination with their own experience when thinking about problems. Third, design issues should be open and challenging. Whether teachers' questions can arouse children's thinking and stimulate children's inquiry behavior is directly related to whether teaching activities can be further promoted or extended smoothly, so as to achieve teaching objectives. Open and challenging questions can improve children's thinking depth, and let children discover some new problems and explore new knowledge on the basis of original experience. Otherwise the child's cognition will not develop. Fourth, the problem of design should be hierarchical. Children's development level is different. The difference of children's personality requires teachers to ask questions at a certain level. If you have a difficult and flexible question, please ask a capable child to answer it; Basic questions and comprehensive questions can be answered by children with moderate ability; Simple questions, please answer the children with relatively weak ability. This can help children build self-confidence and improve their interest in learning. In addition, during the whole activity, teachers should also leave time and opportunities for children to ask questions. In an activity, teachers should not only ask and children answer, but also adopt the methods of "children ask, teachers answer" and "children ask, children answer", which can not only cultivate children's problem consciousness, but also train children's way of thinking and arouse their enthusiasm and initiative in learning.
Verb (verb's abbreviation) is effective. In the classroom, teachers should respond flexibly to children's information and make effective responses, which is an essential teaching quality for a kindergarten teacher. So, how to deal with it effectively in teaching activities? First of all, teachers should judge the value of information from children. Teachers should have keen observation and judgment, capture and analyze information from children in time, which information is helpful to teaching, which information should be responded in time, and which information can be guided and further expanded. Secondly, we should understand and respect children. Teachers should really calm down to understand children's thoughts, thoughts, actions and behaviors, and respect children's thoughts and behaviors. Only by fully understanding children and mastering their age characteristics, development rules and recent development fields can we find their needs, meet their needs in time and make effective responses. Third, we should adopt a variety of coping strategies. There are many strategies for teachers to respond to children, such as praise, questioning, questioning and participation. How to choose effective and reasonable strategies to deal with young children is also a problem that teachers should think about. In the "Lovely Waterbird" activity organized by Chenjiazhen Kindergarten, a girl imitated the movements of crane: leaning forward, raising her head, her hands hanging at her sides, her toes taut, walking, nodding and rotating rhythmically with music, with vivid expression and beautiful movements. After the teacher found it, she praised it in time and asked her to demonstrate in front of the group. Other children also actively participated and came up with many beautiful moves. This praise response strategy has stimulated children's desire for expression and achieved very good activity results. In a "Four Monsoons" activity, the teacher designed such a set of questions: What season is it now? How many seasons are there in a year? What's the difference between the four seasons? These questions help children sort out their existing experiences and let them know that there are not only four seasons in a year, but also that each season gives people a different feeling. Without the teacher's urgent questions, the children's experience would be fragmented. In addition, participation is also a coping strategy. In collective teaching activities, children sometimes show interest and sometimes give up when they encounter difficulties. At this time, the timely participation of teachers can effectively mobilize the enthusiasm of children to participate in activities. For example, in the "Little Leaves" activity in the middle class, the teacher asked the children to listen to music and choreograph. The children found it difficult and didn't know how to choreograph. At this time, the teacher intervened in time, and choreographed with the music and children, which mobilized the enthusiasm of the children at once. The children watched the teacher's movements and imitated dancing, which made the activity achieve good results.
6. Stimulating teacher-child interaction When evaluating the effectiveness of collective teaching activities, the quality of teacher-child interaction is a very important standard. There are generally five types of strategies for teacher-child interaction, namely, demonstration and training strategies-teachers are patient, standardized and careful, and encourage children through examples and examples; Close integration strategy-teachers talk with children extensively and share their feelings. Teachers put themselves in children's shoes and actively look at problems: guidance and help strategy-teachers respond by pitching, keep children's interest, step by step, encourage children to solve problems, organize children's teaching and learn from each other; Parallel intervention and participation strategy-teachers guide discussions, form a series of rules, inspire children to think and skillfully solve contradictions; Support development strategy-teachers provide a platform, assign tasks and give children free space to create. The strategies of teacher-child interaction are diverse and complex, so different ways of teacher-child interaction will occur according to different activities and ways. For example, in reading activities, the strategy of teacher-child interaction is supportive interaction-stimulating children's reading interest and helping them accumulate reading experience; Inducing interaction-helping children analyze reading materials, giving timely guidance and providing steps; Interventional interaction-let children read with questions by throwing bricks to attract jade and setting doubts and reasoning; There is also cooperation and interaction-through equal dialogue, children can share the joy of reading in communication. These interactive strategies should be used flexibly according to the actual situation. The key to interaction lies in teachers' observation and judgment, and in teachers' immediate regulation and professional level. For example, in an "interesting newspaper" teaching activity, the teacher asked: Do you like reading newspapers? Under normal circumstances, children will say "like it!" But a little boy said confidently, "I don't like it!" " I don't like reading newspapers! "How do teachers deal with this unexpected situation? The teacher said unhurriedly, "Really? As far as I know, children who love reading newspapers will have knowledge and become doctors! " Speaking of this, other children immediately rushed to answer: "I love reading newspapers!" " "The teacher's clever response not only protects the child's self-esteem, but also gives other children a good guide: everyone loves reading newspapers and can increase their knowledge. To carry out a high-quality collective teaching activity, there are many factors besides the above factors, such as teachers' literacy, language ability, teaching style and so on. These factors have yet to be explored and reflected in practice.