# 33909 1 Experience lecture for kindergarten teachers 1
On the afternoon of September 22nd, around 16, Puxiong Road Kindergarten held a video activity of "Making Games More Independent" to learn about children's needs in time and learn from Xu Zemin, an expert in preschool education.
In the video, xu teacher used humorous language and telling the truth to ignite the topic of kindergarten teachers in Puxiong Road. The lecture focused on several major issues raised by xu teacher, such as "What kind of material view should we have? What do you mean, you can play as you want? Will the teacher's experience interfere with children's play? Without adult content, why can children play so vividly? What should children do if they play silly? Why is the game always a street? Game reservation, who is convenient? Reduce the garbage time in the game? How to treat teachers who are doing nothing ... "And so on, the hot topic of front-line teachers is going on. A series of illustrated cases in xu teacher vividly analyzed these problems and their causes, expounded their own experiences, and summarized the corresponding effective methods, which deeply touched the teachers present and benefited a lot.
After the lecture, under the guidance of Mr. Han, the leader of the teaching and research group, and Mr. Hu, the director of the kindergarten, all the teachers put forward their own puzzles and problems about autonomous games during the class. Let's work together to let the children in Puxiong Road Kindergarten plug in their wings and get a more independent game environment and space.
#339092 Teachers' Experience in Attending Kindergarten Lectures II
As a young teacher, I am glad to have the opportunity to participate in this activity in the field of science. Yesterday's first activity, I gained a lot and benefited a lot. Let me look forward to the later activities arranged by the organizers.
In the first base activity, Director Dong of Nankai District Kindergarten gave us a wonderful lecture. In the lecture, the basic concepts of science are expounded and explained, which gives teachers a new understanding and experience of seemingly ordinary words, gives teachers a correct theoretical direction before implementing the corresponding science education activities, and helps teachers avoid the disconnection between the design of science activities and the purpose of science learning. Listening to Director Dong's concept narration and combing, I have lost the boring feeling inherent in definition learning in the past, and strive to explain every concept to the teacher thoroughly with the most easy-to-understand examples. From Director Dong's words, I can really feel her love and persistence in education.
As Director Dong said, inquiry is a process of asking questions and asking questions again. I use this sentence to reflect on my educational activities in the field of science. I realize that children's questions are mostly conceptual, and there are few exploratory questions, let alone questions. Through this lecture, I feel that my scientific literacy needs to be further improved. In science education activities, children should not only know the five steps of scientific method, but more importantly, let them learn and use scientific method to solve problems with children through inquiry.
It is better to teach people to fish than to teach them to fish. Scientific inquiry is an activity that every individual begins from the day of birth. It is extremely important for children to know, learn and practice the correct process and methods of scientific inquiry from the preschool stage. Solving practical problems in life in the right way is related to the development of every child's life. As a front-line kindergarten teacher, it is our top priority to cultivate children's scientific literacy from an early age.
Although the training activities have just begun, I am eager to apply new ideas and new viewpoints to my own educational practice, and I am eager to correct the previous cognitive deviations or mistakes as soon as possible in practice, so as to truly make the scientific inquiry activities in kindergartens operable and rigorous.
#339093 Experience of Kindergarten Lecture Teachers 3
In order to further change parents' concept of educating their children and improve their teaching ability, kindergartens specially invite preschool education experts to teach their parents.
At 7: 00 pm on June 20th, 2006, more than 65438+1October 2nd1600 kindergarten parents sat around the playground of the kindergarten, listening to the lecture given by Professor Su Lin, an expert in early childhood education of China Education Association. Before the meeting, Director Huang Sanying delivered a speech, on behalf of all the teachers, students and parents in the park, and extended a warm welcome to Su Lin and other preschool education experts from the Education Association.
Then, Mr. Su Lin introduced the ways and methods of parenting education to parents with easy-to-understand language and simple cases. Many illustrated cartoons related to school and family education made parents deeply educated.
Teacher Su Lin particularly emphasized that family, as the first environment for children's growth and development, plays a very important and far-reaching role in children's healthy growth. Among them, parents' correct concept of parenting plays a key role. She patiently answered parents' concerns about family education. Her last sentence is believed to bring great touches to concerned parents: parents study hard and children make progress every day.
Teacher Su Lin's lecture is scientific, feasible and more convincing, which makes parents here full of confidence and firmly believes that their children can also become geniuses through hard work, and also lays a good foundation for future home-school education.
#339094 Experience of Kindergarten Lecturer 4
An educator once said: "Education should always be a process of giving and learning, and it should also be a process of feeling and enjoying!" Today, after listening to a lecture by Li Chunling, an expert in preschool education in Shenzhen, I have a deeper understanding of this sentence. As a teacher, you really need to keep learning, recharge in time, make selfless efforts and pay, and the most important thing is to learn to feel! . Professor Li's lectures on the two themes of "jumping out of the traditional way of thinking to promote children's development" and "letting the environment speak" really touched me and benefited me a lot.
First of all, let me really understand what education is. Education is a kind of balance! The balance in the field of children's development, the balance of teachers' educational means and the creation of educational environment, teachers should strive to achieve the optimal balance between children's free learning and adult guidance or assistance. If there is something wrong with our education, it doesn't matter, as long as we calm down and think and improve in time, it will still develop! After reading some foreign educational pictures, I feel that there are too many adults in the education of my children or school children! The child will do it. Let them do it! To trust children, why should adults interfere with what they are capable of doing? As a teacher or a parent, be patient. Children just need to slow down and let them finish what they want to do slowly! Secondly, let me know that the layout of the environment is not a single beautification and decoration, but more importantly, let the environment "speak". The Guide points out that it is necessary to create a relaxed and pleasant environment and an educational environment for children. Environment is an important educational resource, an organic part of curriculum, the third teacher for children and a good assistant for teachers.
Conventional education that enables the environment to "speak" will be formed invisibly, such as children standing in line in front, sprinkling food during meals, and talking loudly during regional activities. If we put up corresponding signs, children will not rush to drink water, queue up, go to the toilet, or throw things they don't like, but will consciously queue up and put things they don't like to eat in designated places to develop a quiet area or group activity. Let the "talking" children know many words and numbers inadvertently, such as sticking their names and student numbers on chairs, cup holders and bedside, and gradually they will unconsciously know their names, and arrange many words on the environmental wall.
Let the environmental words "speak" and the contents of the five major areas of kindergarten will be displayed in front of you. Environment is an important means to implement one-day courses. If the curriculum is infiltrated into regional activities, children can happily understand and explore simple scientific knowledge in a relaxed atmosphere, like to express interesting things they see or happen in words, be good at imitating or performing social knowledge and dance music, and express their imagination and creativity with their hands or paintings.
The above is my little understanding of listening to the lectures of preschool education experts. I hope my colleagues can make valuable suggestions in some immature places.
#339095 Experience of Kindergarten Lecture Teachers 5
On May 14, I was lucky enough to attend the training course "Implementation Plan of Special Lecture on the Construction of Learning Corner Activities" organized by Mr. Chen. In the lecture, Mr. Chen used various forms to make each teacher have a new understanding of the district corner activities in the discussion and sharing. After listening to the theoretical study and observation of the lecture, I benefited a lot and got a deeper understanding and understanding of the activities in the learning area. Here I will talk about some feelings and understanding after learning.
First of all, we have a better understanding and natural orientation of the learning corner activities.
Through learning, we all clearly realize that corner activity is an educational organization form for children to freely choose to operate and explore learning in the form of individuals or groups in the limited environment created by teachers purposefully and consciously, so as to use and accumulate their own experiences and feelings in the interaction with the environment and obtain physical, emotional, cognitive and social attributes. The types of corner activities are as follows: first, the activity area is used as a group teaching place; The second is to regard the activity area as an "extension" of collective teaching; Third, outside the group activities, the activity area is regarded as a free environment for children. The goal of learning corner activity is to create a learning corner, which is the basis of putting in materials, guiding activities and evaluating results. It is to continue to cultivate their good qualities of being curious about all kinds of things, and gradually cultivate their positive wishes and behaviors of self-confident exploration, cooperation and communication. When creating school corner activities, teachers should grasp its characteristics and make the learning school corner activities open, independent, interesting, discoverable, creative and participatory. Learning corner activity in kindergarten is an effective way for children to learn. The setting of corner activities enables children to take the initiative in learning, reflect their personal experiences and characteristics, and concretely implement the educational concept of taking children's development as the foundation. Therefore, the most important thing in the activity area is to create an environment that encourages children to choose freely, operate boldly and explore boldly, and provide interesting, hierarchical, operable and multifunctional materials according to the age characteristics of children, so as to better promote the comprehensive and harmonious development of children's body and mind. Therefore, after analyzing and understanding the nature of district corner activities, each of our teachers should let our teachers operate in a targeted manner according to the actual situation of kindergarten curriculum and the development needs of children, so that children and teachers can get better development.
Second, we have a deeper understanding of creating a learning corner activity environment.
Under the guidance of the new curriculum concept, create an activity environment that can pay attention to and support children's active exploration and communication, so as to meet the needs of children's independent activities and self-development, and make the environment follow and serve children's development. Learning corner activity in kindergarten is an effective way for children to learn. The setting of corner activities enables children to take the initiative in learning, reflect their personal experiences and characteristics, and concretely implement the educational concept of taking children's development as the foundation.
(A) to create a quiet, clean and comfortable environment to stimulate children's interest in learning.
A good environment makes people feel comfortable and can enhance their interest in learning. In the language area, we put a sign of silence on the wall, so that the environment can remind children to keep quiet in this area, and someone will immediately point out which sound is louder, so that children can gradually develop good reading habits. Provide children with small footprints, the number of which is controlled by shoe prints. When children see that there are no shoe prints, they will choose other areas to play, which solves the problem of crowded people, subtly cultivates children's awareness of rules, provides children with soft and comfortable cushions, and enables them to study in a comfortable environment, thus enhancing the durability of their study.
(2) Create a free and relaxed environment to promote children's initiative and creativity.