Problems to be considered, but effective collective teaching has a wide range of relations, such as: teaching link design,
Teachers' completion of teaching objectives, teachers' ability to implement teaching plans and so on. In recent years, people began to pay attention to "teachers"
The interaction between children has become a hot topic for teachers to evaluate the effectiveness of collective teaching process.
So, what kind of teacher-child interaction is effective? What is the specific performance? Kindergarten teaching
The Education Policy points out that teachers should "pay attention to children's performance and reflection in activities and be sensitive.
Consciously perceive their needs, make timely and appropriate responses, and form cooperative and exploratory interaction.
Relationship. The Teacher Development Manual also puts forward corresponding requirements: to interpret children's performance and form.
The collision of cognition consolidates and challenges children's current understanding. Therefore, in the practice of education and teaching,
We gradually understand the essence of "teacher-child interaction", that is, through effective teacher-child interaction, we can construct new
The relationship between teachers and children forms an interactive influence and constantly produces "thinking resonance", thus improving teaching.
The quality of education promotes the all-round and harmonious development of children.
How to realize the effectiveness of teacher-child interaction in collective teaching activities? In teaching practice, I
Try and explore in the following aspects.
First, effective organization, situational intervention
A good relationship between teachers and children can narrow the distance between teachers and children, make teaching and learning effectively connected, and make children
Can fully learn and develop, so sometimes it is not the content of teaching activities that attracts children.
But the teachers themselves. Teachers consider children's age characteristics in teaching activities and create situations.
The teaching environment, in the teaching process, always maintains a full and exciting emotional state, full of luck.
Use language, intonation, expression, cadence, interesting language, and kindness.
Smiles and inspiring eyes strive to create a pleasant learning environment.
In the theme activity of "I love my mother" small class, I found that children often learn from their mothers.
Mom seems to be walking around with a doll's bag. She usually cares about the contents of the bag.
Very interested, and because of the age characteristics of children, I love my mother.
Emotional knowledge is superficial, and I have never really experienced or felt it. Therefore, I combine the theme
Carry out, try to carry out "mother's schoolbag" teaching activities, with mother's schoolbag as the carrier to help children.
The child establishes an emotional connection between the items in the bag and the mother's love, thus further stimulating the child's love for the mother.
Love. First of all, I help children accumulate life experience by asking them and their mothers to do questionnaires.
Strengthen the understanding of the shape, function and characteristics of the bag, and lay a cognitive foundation for the activity. Second, let young people
Children receive their mothers' bags with their mothers' consent and share their secrets in the teaching process.
Amy: "Why does mother put the baby's photo in her purse?" , "guess the package also?
What will happen? Why should the baby's clothes and snacks be put in the mother's bag? "See the package.
The profound meaning contained in the article further inspired children's feelings of loving their mothers. Then, let the children
Think about what mom cares about us so much at ordinary times, so what can we prepare for mom in the bag?
Where are the things? So that children can further understand the needs of their mothers and experience the care for their mothers during the role transformation.
Shit, emotions. In the activity, I provide real life situations for children and create excitement.
Encourage language to guide the situation, and let children investigate, communicate and experience in person, which is helpful for luck.
Use experience, explore and solve problems independently, and realize emotional internalization. In the interaction between teachers and students, I
Make full use of the strategy of supporting affirmation and give children the opportunity to discover and express themselves independently, so that,
The activity has a strong emotional atmosphere.
Tips: 1. Accept that the child is an independent individual and is affectionate through warmth.
Interactively express the acceptance of each child.
2. Deal with various factors that affect children's initiative and try to guide children.
Participate in the whole process of teaching, through knowledge, emotion, attitude, need, interest, value
View, as well as life experience, behavior norms and other aspects, as well as life experience, behavior rules
Fan and others carry out extensive information exchange to realize the interaction between teachers and children, and influence each other through the interaction between students.
Interlocking and complementing each other.
The interaction between teachers and children must rely on effective media, such as language and behavior.
Behavior, attitude or body language, as well as nonverbal use of eyes, expressions and gestures.
Behavior and communication with children.
Second, effective supervision, layer upon layer questioning.
Teachers often ask questions according to the preset activities when organizing teaching activities, but in the activities,
It is not necessarily effective to implement the question completely according to the preset question 3. So organize teaching activities.
Dynamic, need according to the actual situation, timely and appropriately adjust the preset questions, and ask questions.
Suitability directly affects the quality of teaching activities. Therefore, teachers according to the teaching site
The actual situation, through clever questions and questions to guide children to think about various problems, and make effective adjustments.
Control the teaching site.
Last year, I taught the group teaching activity "Disabled People" with the theme "I come from China".
I edited the video "Wheelchair Basketball" in my mind for my children to watch.
Experience the hardships of disabled people engaged in sports and their hard-won success every time.
While watching, I heard two children see the athlete's wheelchair fall and be pressed against the chair.
Next, when I struggled to turn the steering wheel to the right several times, Qingqing was very happy beside me.
Le Dao: "Uncle athlete, it must be very painful, right?" Lele used to be naughty, with a face.
Say with dignity: "It must be like this!" I had a brainwave and immediately gave up my original teaching.
Case, but by asking the child, "Who wants to try?" At the initiative of a child.
Next, tie the child's foot with a piece of cloth so that his foot can't be forced, and then imitate a wheelchair to knock it over.
Scene, let children try to understand the difficulty of getting up for disabled athletes, and then let them
Every child imitates a wheelchair basketball player sitting in a chair and throwing a ball at the basket to keep the child fit.
It will be very hard to succeed, and finally ask: "The life of the disabled is already very difficult, for
Why do these disabled people have to be athletes instead of being taken care of by their families? "doing,
Strengthen feelings in the discussion, learn the spirit of the disabled who are not afraid of difficulties and overcome themselves, and show their vitality.
Touching emotional goals.
Tips:
1. Listening is the premise of asking clever questions. Teachers are good at listening to children, including listening to their wonderful ideas.
Listen to children's childlike innocence, listen to children's mistakes and listen to the voices of disadvantaged children.
2. Clever on-site questioning captures real-time materials and grasps the recent development of children.
Area ",promote the interaction between teachers and children with the language of encouragement and acceptance, and effectively guide them.
Comparison and thinking of children.
3. Make full and effective use of "questioning" to show children's thinking process and guide children to discover.
The "physical object" of the problem can not only help children explore knowledge, find problems and solve problems.
There, let the child's mood begin.
Capturing details focuses on a quasi-word, and the teacher puts a child's thoughts through "questioning"
Presented in front of everyone, not only let the teacher understand the child's thinking process, but also for everyone.
Provide listening teachers and children, understand other people's ideas, find other people's problems, and ask each other questions.
An interactive environment between students. In the activity, teachers properly "ask questions", which means effective interaction between teachers and children.
key In this process, teachers must think about the appropriateness, timeliness and moderation of "questioning" in order to improve students' English level.
Improve the quality of "questioning".
Third, value judgment and positive response.
A scholar once said: "The pursuit of individuality is the natural return of life growth and belongs to everyone.
Personality tends to a pattern, and this beautiful world will go to a dead silence, and every individual's life will survive.
It's boring now. "To truly realize personalized education and enjoy life-oriented teaching, let
Every child grows up happily, and teachers must have keen judgment and adjust with the changes of the situation.
Be able to respond to the actual situation on site.
(A) to strengthen children's response to breach of contract, promote
Effective response
Teachers should make clear that the design of collective teaching activities should not only prepare teaching materials and teaching methods, but also prepare children's goals and requirements. Simply put, it is to preset the corresponding response content according to the different levels of children. Teachers must leave room for the preset and highlight the individualized education of children.
In the children's song "Don't worry", based on the schema questionnaire, I learned what every child was worried about in primary school, and based on this, I preset the children's questions and answers, and got different responses from person to person, such as: "It's embarrassing to be late for school, but don't be late!" "Poor test scores have no face. When I get home, my parents may be angry. " "I can't answer the teacher's question. What can I do? " "How lonely a person is without friends!" "The spirit of dozing off in class is poor, and there is no way to listen to the teacher." "The shoelaces are loose and can't be tied. What if I fall? " -In the activity, these response presuppositions are constantly changing, which provides a direction for teachers to presuppose different nursery rhymes. The full response to the presupposition makes the guidance of teachers' children's songs in collective teaching activities targeted, which provides key help for teachers to achieve the goal of activities.
As the teaching process is changeable, dynamic and generative, the response presupposition is constantly strengthened, so that children's own knowledge, experience, thinking, spirituality and interest can be fully displayed in the activities, reflecting the principle of teaching students in accordance with their aptitude, and making the response show poetic brilliance in the dynamic advancement.
(two) to master a variety of coping styles and promote effective response.
Effective response must be implemented in the process of teacher's down-to-earth interaction with children-how to listen to children's voices? How to communicate with children? How to ask questions and challenges to children at an appropriate time? Summarizing the methods and strategies of combing responses provides us with an effective interactive model and reliable basis for building a new interactive relationship between teachers and students.