Reflection Notes of Kindergarten Middle Class (1)
The objectives of this teaching activity are:
1, feel the joy and happiness of growth;
2. Being able to read children's songs with emotion and show the pride of growing up;
3. On the basis of discussing the changes of physical characteristics, try to copy 1 to 2 nursery rhymes according to the format.
Before teaching, I prepared a teaching wall chart, a photo of my child as a child, and a pair of small pants. At the same time, when I read children's books before teaching, I found a small problem. The children's book Grow taller is different from the children's book. Children's songs have different contents. The teacher's book is Flower Pants, Shortened, and the children's book is Little Pants, Shortened. After consideration, I chose a song with children's books.
After careful preparation, the overall atmosphere of this teaching activity is very good. The teaching goals of 1 and 2 are naturally and easily achieved by children, that is, the third goal: imitating the content of children's songs, which gives me a difficult problem. Children always can't turn around when imitating children's songs, and things that can't be associated with others will become smaller and shorter. I thought it might be because of my guidance! Because at first I only gave an oral explanation and guidance, but I overestimated the child's abstract thinking ability. Then I guided them with objects and actions, and some children reacted.
It is obvious from here that children's thinking must be concrete.
Reflection Notes of Kindergarten Secondary Class (2)
"Interesting Numbers" is a mathematical research activity of our teaching and research group in the middle class. The teaching goal is to let children distinguish three kinds of geometric figures by comparing the basic characteristics of circles, triangles and squares.
Before the activity, we discussed the content of the activity. When determining this content, the teachers of the teaching and research group thought it was very simple. However, through the analysis of the cognitive characteristics of middle school children, it is found that the geometric concept of middle school children is relatively shallow. Although children at this stage can correctly understand circles, triangles and squares, they do not recognize them from the characteristics of these shapes, but compare them with familiar objects in daily life. Therefore, we finally decided on the activity of "interesting graphics", so that children can be interested in graphics in game exploration and perceive the different characteristics of different graphics through observation, comparison, imagination and hands-on. In this activity, in addition to letting children perceive graphic features, there is also an activity aimed at exploring the classroom application effect of two different import methods in the same teaching content.
Therefore, after basically determining the activity flow, the two teachers focused on the design of the lead-in link. In the two activities, we adopted two kinds of import methods: one is the direct import of objects, and the teacher showed the magic bag to arouse the interest of children, and then let the children touch it, so as to preliminarily perceive the basic characteristics of the three graphics by touching the differences in the shapes of objects. The other is to introduce finger games into magic. Teachers conjure up three kinds of graphics through magic, and then perceive the basic characteristics of the three kinds of graphics by comparing them with real objects. In the teaching process, we found that two different ways of introduction can arouse children's interest in activities, but the game method is mysterious and has a good connection with the following links, so it can mobilize children's emotions and stimulate children's interest in learning more quickly. In the two activities, children's participation is very high, but at the same time, there are many problems in the process of activities. Although we carefully considered the goal orientation of this content before the activity, after the activity, we found that the other links we set were too simple and the goal of the activity was not really realized. In the last link, when children are looking for the three shapes around them, their cognition of the square is biased. In view of this problem, I reflected on my own activities.
According to the goal of the activity, in addition to using games to let children perceive the graphic features, I must also let children describe the graphic features in words when I know them, and consolidate their understanding of the basic features of graphics through repeated descriptions. Such as: triangle: three angles and three sides; Round: without edges and corners, round; Square: The four sides are equal in length and the four corners are equal in size: When the teacher correctly describes the graphic features to the children, let the children also describe them, and understand the graphic features by searching for and describing the graphics many times. In this way, in the last link, there may be no deviation if the graphics are different, and the activity goal will be better achieved.
The research activities of a teaching and research group, from the selection of content to teaching, from the research after the activity to reflection, have greatly inspired the teachers, and timely reflection and summary will give me more gains.
Reflection Notes of Kindergarten Secondary Class (3)
This week, we held a seminar on "Trees and Birds", which is a middle-class language. I made the following thoughts on this activity.
It is pointed out in the outline that the key to developing children's language ability is to create a language environment in which children want to speak, dare to speak, have the opportunity to speak and like to speak. In this activity, I created a relatively relaxed environment for the children. The whole activity is gradual, and the children's attention is relatively concentrated. In the first part of the introduction, I will first show the words big and small, and let the children talk about what it is first. Because in the usual activities, I found that a large number of children know the word size. So I want to use these two words as my lead-in link to arouse children's interest. But after teachers' discussion, I think this discussion session is not particularly good, and it should be introduced with emotional input. Teaching AIDS: I didn't draw lines on the blackboard, which made it difficult for children to see pictures, whether from top to bottom or from left to right. In the last link, copy activities, "Who else lives in the tall tree except birds?" The language here should be more refined. You can say, "What other small animals live there?" In the whole activity, it is to experience the mutual affection and dependent feelings between trees and birds. This link can be said to be ambiguous, and I imposed the concept on them. Even no child can understand the emotions. Therefore, when children learn nursery rhymes, they only remember nursery rhymes and ignore the expression of emotions. The purpose of this activity is to let children not only express their feelings, but also learn nursery rhymes. So I didn't fully achieve the preset goal.
Through this activity, I will always remind myself that I must keep my difficulties and difficulties in mind in the future. Before the activity, I have to think about how to break through this difficulty and how to say it so that children can understand it and achieve the expected goal. I hope to make a new breakthrough in future activities.
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