Summary of reflection on kindergarten teaching 1
Stories are children's favorite literary form. Through story teaching, we can cultivate children's good moral character and help them develop language methods. For children in small classes, it is very important for teachers to tell stories.
For children in small classes, when telling stories, teachers should speak clearly and speak at an appropriate speed, so that children can hear every word clearly and speak at a slower speed than usual, so that they can think while listening; When telling a story, facial expressions, eyes and gestures should change with the development of the story, which plays an auxiliary role in the language expression in the small class. As a teacher, stories are often told not just once, but many times, and we should pay attention to the changes in ways so that children can listen enthusiastically. When I was talking about the fruit house, I used teaching AIDS directly when I first talked about it. I found that some children began to focus on wall charts and were not interested in listening to stories. In the process of telling stories to children for the second and third time, they simply used the form of wall charts, and there was no change in the way. Results During the second story-telling, the children's attention was even less focused, and even some children began to talk to each other, so the effect of the whole activity was not obvious. In fact, now, in fact, when speaking for the first time, it is best not to use visual teaching AIDS, because visual teaching AIDS are easy to distract children's attention and are not conducive to cultivating children's listening habits.
The questions in the story can only be simple and trivial questions about the psychological development level of children in small classes. We can't ask a series of questions like middle and large classes so that they can answer them clearly, but I didn't consider the level of small classes. In fact, as a teacher, children should be guided to answer. Although we say that the answer is long, it does not require the child's answer to be coherent. Teachers or children with higher intelligence demonstrate, and then let the children speak out in sequence and coherently. This effect will make children easy to accept and understand. In this process, teachers should not be bored with children who can't answer or answer incorrectly, but make sure they are willing to answer. Teachers should inspire and prompt, and try their best to help children find the correct answers themselves. In short, all children should have the opportunity to answer questions to improve their language skills.
Last week, the kindergarten organized a teaching observation activity. I try 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 class. 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.
I have considered music appreciation in the selection of materials, and found the theme and music. The reason why it is useless is not because I dare not try, because for me, both art appreciation and language are attempts, which I have never taught before. The reason why I didn't choose music is because I am not sensitive to the feeling of rhythm in music. Today, I mentioned this paragraph before reflecting on Chinese teaching, because it is this material selection link that made me feel my first weakness, my weakness in music rhythm or sense of music.
Now let's get down to business and talk about my class. What I choose in this course is its target requirement in teaching reference 1) to cultivate children's thinking ability 2) to let them say "what has the circle become". When designing this activity, I changed the second goal to let the children inject language into what he changed. 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 the active atmosphere in some teachers' classes and the teaching design of alternating static and dynamic, so I arranged two games in the teaching process, the first clapping game as the lead and the last circle operation as the end. At first, I almost forgot my lines because I was nervous, and I was stunned for a few seconds. In the next process, I used the first part of the teaching staff, the teacher took turns, and then let the children change. In this link, I found a big problem, and the child became talking 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 give them a space to think and speak first, and don't rush to cram their own ideas into it. In the next link, I didn't follow the teacher's process. It lets children draw, because the drawing time is not easy to control. In addition, I took a language class that should be mainly oral English. My purpose was to develop children's thinking and imagination, so I only gave them a blank piece of paper with a circle to let them think and communicate with the children next to them without drawing. When children are asked to give language to what they create, many children answer: no. "I didn't hear it," I don't know what it said. "There are roughly two reasons for the children's answers. One is that my guide language is inaccurate and used improperly; One is that children have no or few imaginative games in this area. After repeated efforts, I finally heard those things talking. 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 like the one 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: don't stick to the design process in teaching reference, it is just a reference for teachers. 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.
Summary of reflection on kindergarten teaching II
Children in small classes have entered a strange group since they entered the park and met many adults and companions. Their communication scope has expanded and their communication activities have increased, resulting in some contradictions and difficulties that have never been encountered before. Children aged 3 ~ 4 are in a sensitive period of life, which is the basis of learning to be a man. According to this feature, in view of the bad habits of children who have just entered the park, such as being impolite, unable to use polite language, unwilling to take the initiative to say hello when they meet acquaintances, and not getting along well with their peers, I gave them a social class of "baby is polite", taught them daily polite language, learned to communicate politely with others, and helped them understand the society.
Considering that children's good manners are formed through constant feelings in various practices. Various activities are an important way for children to gain knowledge and experience, and also a catalyst to mobilize their enthusiasm for learning. According to the age characteristics of children, I arrange teaching like this:
1. At the beginning of the activity, I discussed with my children what a polite baby is: As soon as the question was raised, Niu Niu rushed to say: Come to kindergarten in the morning, say that the teacher is early and the teacher is good. I am inspired: What should I do if I meet my familiar uncles, aunts and children? The children replied: Say hello to uncles, aunts and children, too. I first affirmed that the child spoke very well, but at the same time pointed out that it is polite to raise your hand in class. Next, Jing Yi raised his hand to speak. She said: Say goodbye to teachers and children after school.
2. Use situational teaching method to let children receive education unconsciously.
Show toy rabbits: Hello, children! I said: the rabbit is asking you, what should you say? Encourage children to participate actively and say polite words to everyone. The children were very excited and said in unison, Hello, Little Rabbit. The rabbit is leaving: goodbye, little friend. The children took the initiative to say goodbye to the rabbit.
I praised my children for saying hello to everyone and saying goodbye. They are polite and good children.
3. Scene game: make a phone call.
In order to set the scene, I will first demonstrate how to make a phone call: hello, goodbye. Then invite some children to make a phone call. Little rabbit's birthday is coming. It wants to invite animal friends to its birthday, but it can't call. It wants to ask the children for help. Finally, play games in groups and call each other, so that children can practice polite expressions in the set scenes.
4. Infiltrate polite behavior through colorful games.
Rabbit's birthday, all his animal friends went, so did pig and bear. While playing with the ball, the pig accidentally stepped on the bear's foot. What should I do at this time? The children are very clever and say: The pig should say sorry to the bear, but it doesn't matter if the bear says so. In this way, the children also learned polite expressions such as please, sorry and never mind.
After class, I reflected on this lesson: the merit of this lesson lies in that children can know the truth and be influenced by it in a relaxed and pleasant atmosphere through situational teaching and games, thus optimizing the educational process. It embodies the educational concept of entertaining. Secondly, the expected teaching effect has been achieved in this class, so that a group of introverted children like Li Chenxi in our class can take the initiative to greet teachers and peers without parental pressure, and they are also willing to communicate with others. Disadvantages: Teaching should not be confined to the class. Children should be taken to other classes next door as guests, so that children can exercise their communication skills and cultivate polite habits in interaction with strange partners.
Summary of reflection on kindergarten teaching 3
After receiving the theme of "jumping" in small classes, our team first looked through the objectives and contents of physical education for small class children. Small categories mainly include: vertical jump, touching object jump, jumping from high to low, jumping on one foot, jumping on both feet and so on. On the basis of the original experience of small classes in our garden, we chose the teaching content of jumping with both feet together and jumping with both feet apart.
At noon, after our team discussed and formed a preliminary teaching plan, we immediately conducted a trial teaching activity in the afternoon. As a coach, I put forward the following thoughts:
First of all, the "taste" of sports activities is not rich enough, and the difference from sports games is worth pondering. Because it is a small class sports activity, we have always advocated situational games to guide children's interest and desire to explore actively, but the form and intensity of sports need to be considered. It should be better to properly infiltrate the queue formation and the instructions of sports activities.
Second, the child's regular flexibility. Because we have always advocated that every child has his own ideas and room to try, so in the process of organizing activities, the personalized needs are also obvious. In order to better meet individual needs, there is more freedom in activities. How to put it in the right proportion is the next problem that the team needs to discuss.
Finally, the focus of this activity is to consolidate the jumping of feet together, and the difficulty lies in the alternating practice of feet apart and together. In the process of teaching activities, the difficulty breakthrough mainly lies in the "gift-giving" crossing path in the third link. If the previous high difficulty can be carried out properly, children can practice their feet together and jump alternately freely, and the next high difficulty breakthrough should have better results.
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