One of the reflection notes on large class education
Smart boy and stupid wolf
This activity is music appreciation in the art field. I present it in the form of games, because music games are children's favorite activities and children are interested in participating. Children can listen to music, play games according to the rules and experience the fun of games. Let children listen to music for the first time in the activity, let them feel the music, and use the fascinating story of "smart children and stupid wolves" as a foreshadowing to arouse children's interest, and children are more involved when listening to music. They all listened carefully and felt the music, and soon found the music of "Stupid Wolf Turn" (where the stress appeared in music). In order to consolidate children's memory of the regularity of musical stress and let them experience the sense of accomplishment of finding stress again, I added another link: let children clap their hands and stamp their feet where musical stress appears. By listening to stories, looking at maps and tapping pressure, children have a deeper understanding of music. When I put on the wolf's headdress, the children's desire to play was also aroused, and the game began ... In the game, the children were all very involved, as if they were the smart children, and I became a stupid old wolf, and we all enjoyed the game. Judging from the effect of this activity, the children have mastered the stress law in music well, but I still have some shortcomings in strategy, such as:
Children ignore the analysis of music in music appreciation activities. There are some subtle places in music, such as short and soothing places, which should also be understood by children. Not fully grasping the key points of the textbook, only paying attention to stress and ignoring other aspects.
I have a particularly profound experience in music appreciation, that is, no matter what kind of music I listen to, I should leave room for my children's imagination and development. Music has content, but there is no fixed content. Therefore, every link in the process of music practice inevitably has the personality characteristics of the practitioner. Therefore, in teaching, we must not impose our own ideas on children, but use our existing knowledge to guide children to listen and appreciate actively. Children should be encouraged to have different feelings and more expressions about how to understand a musical work and how to express a song. Only in this way can children's personality be publicized and developed through music education.
Reflection notes on large class education (II)
Regional activities have created colorful, multi-functional and multi-level game activities, and have the conditions for free choice. And let every child have the opportunity to contact the environment that suits his own characteristics and assimilate the outside world in his own unique way. The biggest feature of corner activity is to give children free play space and long-term independent play atmosphere, which is an activity for children to learn, discover and improve themselves. At the same time, it is flexible, can meet the needs of children's development, and is an effective form of personalized education. Therefore, corner games are children's favorite.
Whenever children enter the game area, they quickly enter the role. Some of them study, some play gobang, some happily build blocks and play with plastic plug-ins ... They often show me the built blocks and tell me happily that they are building cannons, planes and pagodas ... I am also very happy to watch the children play happily one by one. Because in this environment, children can give full play to, release and conceive their own whimsy. Therefore, whenever a regional sports meeting is held, children will shout "Long live", and they will quickly participate and enjoy the fun brought by the sports meeting. Because here, they are the masters of the corner, accompanied by pleasure, happiness, excitement and satisfaction. Cultivating their interest in self-development is also our original purpose. In this process, we can learn about children from many aspects and observe the differences between children keenly. So as to teach students in accordance with their aptitude and carry out educational activities more effectively.
However, in the regional corner activities, we also encountered many problems.
Question 1: A lot of materials were prepared, but the children neglected or operated carelessly. The reason for this phenomenon may be that the activity itself is not interesting, monotonous and difficult (or too simple) to operate. We strive to increase the interest of the activity and adjust the activity materials in time. In addition to considering the needs of education, children's interests and development needs can also be ignored. By consulting with children and updating rich materials, children feel that they are the masters of regional activities. Of course, the materials of regional activities should also be exploratory at different levels, and the materials should take into account the individual differences of children.
Question 2: We may give improper guidance, or we may be eager to give guidance, so that the opportunity for children to explore independently is quietly lost, and the district corner activities lose their due value. To solve this phenomenon, we must first establish the concept that children are the main body of regional activities. Only in the process of independent activities can children fully experience their own existence value and get better development. In the corner activity, the whole process of the activity is mainly the process of children's spontaneous generation, free imagination and active creation of long and bold expressions. Leave enough time and space for children to explore and ask questions during the activities, and give them positive expectations.
Through the teaching and research study of regional activities in kindergartens, we know that the so-called corner activities are simply group or individual activities, that is, teachers consciously divide the overall scope of activities into community activity spaces according to educational goals, put materials in a purposeful and planned way, and children choose activities and partners according to their own wishes, and actively explore exchanges. In this process, teachers should analyze and reflect in time, make observation records and conduct theoretical and practical analysis on the basis of observation and guidance. Among them, we can consider from two aspects: first, whether the teachers themselves are suitable for environmental innovation and whether the layout is reasonable; Whether to adjust the provision of materials; Whether the intervention behavior in the game is timely and timely, and whether it can promote children's play. Second, children: Where are children's interests, what kind of experience children need to accumulate in the game, what level of effectiveness and cooperation children have reached in the game, what problems still exist and what kind of help they need ... Only through analysis and reflection can we reflect the value of guidance, help us discover the value of district activities and promote the further development of children in independent games.
At the same time, the theme and the district corner can be further organically combined and infiltrated, so that the theme can be generated and developed in the district corner, and the district corner can be enriched and deepened under the theme background, reflecting the integrity of the curriculum content and promoting the all-round development of children.
Reflection notes on large class education (3)
China is an ancient civilization and a country of etiquette. Etiquette education is a traditional education in China. Early childhood is the enlightenment period of ideological and moral education, and etiquette education is an important part of ideological and moral education. However, children in early childhood are very plastic and easy to form various habits. If adults pay attention to cultivating children's civilized behavior from an early age, children will benefit for life. This semester, our kindergarten has set up characteristic teaching practice activities of etiquette education. For etiquette education, we have never had a systematic teaching model, only scattered education in our usual activities. Recently, in order to be more distinctive, the director of the school bought a set of teaching materials about etiquette education online. A total of six volumes, the content is very systematic and comprehensive, and they are all in the form of stories and games that children are interested in, guiding children to learn etiquette. With such a good textbook, I am going to combine the actual situation of our class and put etiquette and culture education into our day's activities.
The first lesson of big class etiquette is knocking at the door. It's just that several boys in our class never knock on the door seriously, not pushing hard with their bodies, kicking with their feet, or even using little ass arch. In short, they are full of tricks. I didn't criticize them for this. I knew I was wrong at that time, but after a long time, I was wrong again. Knocking on the door seems like a trivial matter, but it is a very important lesson in etiquette teaching. Imagine, a child can't even knock on the door, what etiquette can he talk about? So I made very serious preparations before the activity.
The purpose of this activity is to let children learn the correct knocking method and cultivate their good communication habits. I prepared a bear doll, a door, a letter, baby A (postman), baby B (recipient) and so on. At the beginning of the activity, I showed my doll bear and performed the story "Magic Gate" for the children. The main idea of the story is that there was once a castle that no one could enter. The carpenter let three children into the castle. The eldest son knocked loudly with all his strength, but the door didn't open; The second son hit the door with a hammer, but the door did not move; Finally, the youngest sister tapped gently with her index finger three times politely, and the door magically opened. She also got a gift from the fairy. Children listen carefully. When I asked them who they liked, they all said in unison that they liked their youngest sister. At this time, I let them discuss in groups. Why don't they like the other two children? How do you usually knock? After heated discussion, each group sent representatives to answer and go to the front to demonstrate. The children gave comprehensive answers and made self-criticism. Especially a few children who don't usually knock at the door, ran to the front and learned the action of knocking at the door. I gave each of them a thumb and they jumped to the top. After the discussion and performance, I also played a game with the children, "I am the postman who delivers letters." The children performed vividly, knocking gently, opening the door politely, delivering letters with both hands and receiving letters with both hands. We have been doing this activity for forty minutes, and the children are still very interested. At the end of the activity, I asked each child to go back and knock on the door to cooperate with mom and dad. At the same time, I also issued a notice among parents, asking parents and babies to master the correct knocking method together, set an example and be a role model for children.
The next day, my parents sent me a post saying, "Thank you for your concern. My children have learned to knock and become polite ... "I am really happy to see these words. After a period of etiquette teaching and the habit of daily activities, the children in the class are really more sensible, knocking at the door is quiet, the queue is neat, drinking water is no longer crowded, and playing with toys is no longer contested. How nice!
Etiquette education for children is a long-term training process. The teacher's preaching is of course important, but the most important thing is to infiltrate etiquette education into children's daily life, pay attention to children at any time, be good at grasping the opportunity of education in daily life, give children random education, and help children form good etiquette habits. I will join hands with my parents and make joint efforts to let my children receive good etiquette education from an early age.
Reflection Notes on Large Class Education (IV)
Praise is a positive reinforcement method. Proper use can increase children's self-confidence and promote their progress. However, when teachers use praise, they often use it unreasonably.
Question 1: Praise is fixed and exaggerated. After the children answered the questions, many teachers praised nothing more than "good performance", "you are great", "really smart", "very good" and "really amazing". In some classes, under the guidance of teachers, children will clap their hands and say "XXX, you are great", but in fact they don't recognize their partners from the heart. Such unchanging praise did not play its due role in the evaluation.
Question 2: Praise is often exaggerated. Once, a child never sat down after answering a question. The teacher investigated the reason and the result was "the teacher hasn't praised me yet". This kind of aimless, shallow and ineffective empty praise will make children who often receive praise disagree. Such praise provides children with a temporary, relaxed and superficial sense of satisfaction, and it is also easy to cause children's emotional fluctuations and affect the normal development of follow-up activities.
What exactly is a reasonable compliment?
1. Pay attention to the learning process. Pay attention to children's efforts.
Young children are young and lack scientific understanding and evaluation of themselves. Therefore, if the child's attention is directed to "the process of learning" and "the efforts made", the child will be neither proud nor easy to be conceited, but will have hope for his self-confidence. Therefore, the praise of educators should focus on the efforts made to achieve results. For example, "You have made rapid progress", "You answered well, come on", "You used your brain, and this answer is different from others", "Today, a certain child can sit down and listen to the class, and try harder" ... Clear guidance will not make the child complacent, but also let other peers understand the connotation of the example, and let the child realize that his efforts have been affirmed and praised, and the child will be more motivated in the future.
2. Specific and instructive, focusing on the direction of children's efforts.
Praise is not the goal, our goal is to promote the sustainable development of children. For example, "sit still" is changed to "so-and-so's little hand has not been touched"; "Listen carefully" is changed to "always look at the teacher"; "Good performance" was changed to "Listen carefully and do your homework correctly"; "You are great" is changed to "You can't hold a pen before, but now you can draw" and so on.
For children's efforts, we can't just summarize them as "smart" and "good". Children simply don't feel that their achievements have been achieved through hard work, so praise should be more targeted. "You can clean up the toys so neatly and the activity area so cleanly, which really makes the teacher feel at ease." "Today, it is not easy for a child to check out a small problem by himself!" "Your homework is no problem. It will be better to accelerate next time. "
The object of encouragement should be comprehensive, including both the original excellent and the progressive. Affirm more specific words and deeds, aiming at promoting children to continue their efforts.
3. convey the language of appreciation and pay attention to the embodiment of value.
Praise must first convey appreciation. "Your answer is very special", "I see what you mean", "I like your bold answer", "You listen more carefully than before", "I know what you will do", "Many of our children will do as you do" and so on, so that children can realize that teachers appreciate them, feel their attention, understanding and trust, and stimulate their interest in learning.
The language that conveys praise should focus on the learning content itself, not the appreciation form. Bruner once said: "The best stimulus to learning is interest in learning materials". Therefore, praise should also point to the learning content, so that children can further appreciate the value of the learning content itself.
4. Enrich the ways of encouragement. Focus on the best development.
According to children's different levels of development, family background and stage performance, different encouragement methods can be deduced, which will receive more diverse effects. For example, according to the size of courage, the level of voice, the difficulty of the problem, give different appreciation and expectations. For example, "You didn't come these two days, but you still answered so completely" "This is the third time that XXX can draw so big" "Your method is better than that just now" "This problem doesn't bother you" "XXX, the youngest in our class, did it so seriously today" ... Try to find the bright spot of positive praise, even if it is gold panning in the sand, even a little gold must be affirmed.
Of course, to avoid explicit praise, we can omit unnecessary praise, put an end to duplicity, and reduce empty praise and exaggerated praise.
Verbal praise is just a form of encouragement. Hopeful eyes, supportive nods, encouraging smiles, well-meaning silence, warm hugs and gentle kisses all convey respect, trust and encouragement, so that children can experience the joy of success.
In addition, the combination of individual praise and group appreciation, direct praise and indirect affirmation, public praise and private encouragement will get twice the result with half the effort.
Reflection Notes on Large Class Education (5)
Paper is no stranger to children in large classes. They often use paper for handwork, painting and so on. In the children's impression, paper is easy to tear. Science is hidden in every corner of life, and paper packaging bags, small gaps in packaging bags, cartons, cartons and so on have educational value.
According to the spirit of the syllabus, the goal of science education emphasizes that children can use all kinds of senses, use their hands and brains, explore problems and develop their practical ability to explore and solve problems. This time, I designed the scientific activity "The Power of Paper". The purpose of this lesson is to let children feel the endurance of paper initially and feel the power of paper through hands-on operation, exploration and perception; Develop children's autonomous learning ability in the process of exploring the bearing capacity of paper. Understand the simple application of paper durability in life. In the first link, let the children tear three different kinds of paper and feel the different forces of tearing paper. Children have a preliminary understanding of the durability of paper. "Knowledge is formed after children's inquiry and discussion." So, I am in the second.
In the link, I designed a scientific experiment called mineral water bottle basket. Before the operation, I showed the children the surgical materials and three kinds of paper, and asked them to guess which of the three kinds of paper can lift the basket of mineral water bottles. First, they guess, and then they record these guesses. Next, they try to lift the water basket with three kinds of paper and record the results on the paper. When exploring the operation, I found that children picked up paper and called it a water basket, and some forgot to fill in the records in time. I remind children from time to time that most children are busy doing experiments and want to know what paper can lift a basket full of water bottles. After the surgical results came out, they found that the hard kraft paper could be lifted, and they were very interested in the whole surgical experiment. When I asked my child what he found through this experiment, the child replied, "Kraft paper is really powerful." I summed up the children's words and perfected their original experience. The next step is to let the children find ways to lift the basket with the least newspaper. Children can improve newspapers by trying to increase the number of them. By trying, children know how to increase the bearing capacity of paper. Then leave it to the children to expand their activities and try rice paper, okay? Activities come from life and return to life. My last link is extension, summarizing the power of paper in many places in my life. The process and result of scientific activities are open, and the teaching process should be an open teaching space. In this activity, I always try to create an open teaching space. Let children observe the three most common kinds of paper to explore the actual verification results, and feel that it seems impossible to throw them a phenomenon-weighing a basket full of six bottles of mineral water with different kinds of paper. After each link, I asked the children to guess and express their findings. Because of personal experience and experience, children are willing to express and communicate; Through the collision of viewpoints, scientific knowledge and experience are constructed and accurate expressions are formed. But in the operation, I found that some children were not careful enough to record and were eager to operate. Maybe it's because I'm not careful when I ask for the operation, or maybe it's because children don't often use the record sheet in their usual scientific activities. In the future, children will be allowed to try to record their findings and develop their autonomous learning ability.
Reflection notes on large class education (6)
Waiting in line before morning exercises and outdoor activities every day is really a headache. After I give the word "line up", the children will rush to the place where they line up. Some children can't even put down the small chair, so they run away. You push me, I squeeze you. They often hear: "Teacher, he cut in line" and "I'm standing here". The children standing in front of me, some holding my legs, some holding my hands, some holding my clothes, I can only cover them with a louder voice, or take their hands away and criticize them, but the effect is not great. I don't think it's a problem to be so messy all the time, so I started to investigate the reasons.
I called several children who always like to squeeze around and asked, "Why do you always like to squeeze in line?" "I want to be a leader!" "Why do you want to be a leader?" "When the leadership. If the leader walks ahead and is closest to the teacher, he can help the teacher and get praise ... ". I also called the child who often took the lead to me and asked, "Do you love being a leader?" Some children say, "Love." Some children say, "Sometimes I love, sometimes I don't." Every child works hard at every activity, but the teacher usually chooses only a few children with strong potential. After a long time, the strong children can only passively understand, and the weak children only have envious eyes.
How can we make every child get exercise and let them queue up humbly? I decided to discuss it with the children and listen to their opinions. So, I said, "Then let's find a way together!" Children, you talk to me and I'll talk to you. I asked the child again: "Everyone wants to be a leader, but there can only be one leader. What can we do to make everyone a leader? " Chen Tianci said: "Whoever can see good performance is the leader." Other children immediately objected: "No, there are still many people who can't do it." Ma Yixin said to himself, "You can take turns. One day you can take it, and tomorrow I will take it." The children argued endlessly. Finally, we decided to take turns as leaders. Choose two little brothers and sisters as leaders every day. When you are in the lead, you should concentrate.
After the new rotating team leader was established, the children were very happy and no longer crowded to be the team leader. I also summarized and reflected on my own shortcomings. We always ask children with strong potential to help teachers, only pay attention to children's obligations and ignore children's rights, only pay attention to children's obedience and ignore children's autonomy. Over time, we deprived the children with strong potential of the right to choose, but also deprived the children with weak potential of the right to exercise and develop themselves. Children are just at the starting line of life, so it is necessary for teachers to give every child a chance to exercise. Isn't it?
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