Reflections on teaching in large classes (1)
Yesterday, the children in our class learned 5 compositions. I will talk about my own experience in teaching 5 compositions.
I just joined this class, and I heard that the children in this class don't have a good grasp of the concept of logarithm, so I reviewed it and got to know about the children's situation. I found that some children don't even know the numbers 3, 4 and 5, let alone that number. I contacted my parents in time and hoped that their parents would cooperate with our work.
Early childhood is in the enlightenment period of mathematics learning, and the characteristics of children's learning can not be separated from concrete and rich life experience, so the content and organization of kindergarten mathematics education activities can not be separated from real life. In this activity, the operation material I selected comes from snowflakes that are common in life. When children divide snowflakes, their abilities in all aspects have been improved, and more importantly, their learning has become easy and interesting. I think hands-on operation can stimulate children's interest in learning. Early childhood is in the enlightenment period of mathematics learning, and the characteristics of children's learning can not be separated from concrete and rich life experience, so the content and organization of kindergarten mathematics education activities can not be separated from real life.
When teaching the composition of 5, I asked the children to take five snowflakes at a time, and then divided them into two parts and put them on the homework list, and each time they got a different share. After grading, check whether there is repetition or omission, and finally record the grading results, and then talk about your own achievements and share them. Through this interesting physical operation, children naturally understand the composition of 5. Then I asked the children to observe and discuss together, find out the rules and talk about how to remember the composition of numbers faster. While affirming the children's thoughts, I further guided the children to discuss which method is better, simpler and easier to remember, and find out the best one. In this kind of hands-on operation, children not only mastered 5 compositions, but also exercised their language expression ability and thinking ability, and cultivated their innovative consciousness.
Children are lively and like to operate by hands, so in teaching, I will guide children to practice, move their mouths and use their brains to cultivate their mathematical ability and stimulate their interest in learning mathematics.
Reflections on teaching in large classes (Ⅱ)
As an important subject to improve children's quality, kindergarten music education is an important means of aesthetic education for children and the best way to reveal children's personality, hobbies and abilities. Therefore, in music teaching, I use stories, games, improvisation and other "dynamic" forms to fully mobilize children's enthusiasm for learning music and cultivate their interest and hobby in music. The following are some experiences from my years of music teaching practice:
First, because of the age characteristics, it is difficult for children in large classes to be interested in those abstract and flat stories, so I use vivid and vivid body language in teaching. Through flexible eyes, lively tone and exaggerated movements to attract children's attention, so as to shorten the distance between me and my children. Over time, children naturally have a sense of intimacy and trust in me, like to communicate with me, and are willing to express their inner feelings, and gradually become interested in music and have a strong desire to learn.
Second, create artistic conception and improve the expressive force of songs.
Third, improve the ability of appreciation through appreciation. Children use movements to express the movements of various animals in music.
At this time, I encourage children to use their imagination and boldly make their own actions with the changes of animal roles in music, so that children can perceive and express music while listening, thinking and doing. In short, for large-class children, only by following the age characteristics of children and using various forms to highlight the word "live" in music teaching can teachers stimulate their interest in music activities, improve their musical quality and greatly promote their intellectual development.
Reflections on large class teaching (Ⅲ)
I organized a teaching observation activity, and I tried to study within the time allowed by my work. Teachers' teaching experience is much richer than mine, and I feel even more lacking in this aspect during the course of attending classes. I really hope to have more such learning opportunities and feel and absorb the strengths of teachers. In view of my thinking and shortcomings in this teaching activity, I would like to make a summary here.
Now let me talk about my class. What I choose in this class is that the goal of this class is to cultivate children's abstract thinking ability (1) and let children learn to speak (2). When designing this activity, I changed my second goal to let children inject language into the pictures in the book. I also thought it would be a little difficult, but I think children's thinking is a transitional stage from concrete thinking to abstract thinking, so I should try something in this respect. I like some teachers' active atmosphere and the teaching design of alternating static and dynamic, so I arranged two games in the teaching process, the first clapping game as the introduction and the last jumping action as the end. At first, I almost forgot my lines because I was nervous, and I was stunned for a few seconds. In the following process, I use the pictures in the textbook as the first link, where the teacher speaks, and then invite the children to speak. In this link, I found a big problem. The children are listening to me. It can be said that the pictures I showed first bound the children's thinking to some extent. If there is a next time, I will first give my children a space to think and speak, and don't rush to cram my own ideas into it. In addition, I am taking a language class that should focus on oral English. My purpose is to develop children's thinking and imagination, so I give children a lot of pictures to make them think and communicate with the children next to them, and then tell them to their peers.
When children are asked to give language to their pictures, many of them will answer the same question. There are roughly two reasons for the child's answer. One is that my guide is inaccurate and improper. The other is that children have no or little imagination training in this area. After repeated efforts, I finally heard a different voice. Although it was simple and repetitive, I finally spoke. When I gave them fake gifts, many children said, "Nothing." My purpose is to give children an illusion space, but because my own language, including my body language, is not in place, the result is that I feel in the middle. Although there are many unsatisfactory places in this class, on the whole, it is also my true level. I'm really glad to hear that I did well in the class evaluation.
This activity really made me gain a lot. In addition to learning a lot in a big way, I also tried my own way in my own Chinese class in a small way, from which I learned a simple truth. In addition, my biggest feeling is to relax myself, work hard and not think about the result. Only when you let go will the children be free.
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