Model essay on the reflection scheme of kindergarten teachers' reading activities 1
Reading, like a beam of sunshine in the journey of life, penetrates the fog and lets us find the direction of life. I'm glad that Baby's kindergarten can organize such activities. Through class activities, I became more aware of the importance of reading and strengthened my determination to start a parent-child reading journey.
There is a kind of "magic wand", which is really amazing. Once children are lit by it, they will become smarter and have more potential in learning and talent. I quoted a metaphor from Yin Jianli, an education expert. When my child was young, I was lucky enough to read her book, which influenced me and gave me strength. I also sincerely recommended it to others.
People often say, "Parenting breeds self first, educating people breeds mind first. The mother does her best and the child naturally follows. " Unfortunately, children didn't fall in love with reading intermittently before they were four years old! I tried my best to ask outside and signed up my children for dancing and painting. Unfortunately, my children don't seem interested. During that time, I reflected on myself. What should early enlightenment education do? I have read several books by Yin Jianli, and have read the works of writers such as Li Yueer and Sun Ruixue. How many cram schools can make children love reading? What children get from reading is not only spiritual nourishment, but also psychological strength.
Of course, it's never too late to read, especially children of early childhood are easily attracted by interesting stories. I don't know when I started reading a lot of books. Reading stories every day is her favorite activity. There is too much information in the electronic age, and there are too many things to attract children. If a child finishes basic literacy too late and has not established interest in reading in the early stage, it is likely that the child will stay at the level of not loving reading or shallow reading. At the beginning, we told our children a book, and the children might not concentrate on it. After listening to a few words, they would play something else, or they might snatch the book, turn it over and even tear it up. I think this is normal. It is often impossible for a child to listen to your story, and sometimes he may feel that he wants to know more or really doesn't want to hear it. We should not force children to listen to stories quietly, nor should we tell them from beginning to end when a book is opened, or stop telling them when they feel they don't want to hear it. There is plenty of time, let nature take its course, and don't let children feel that telling stories is a boring thing. Our interaction with children is always pleasant, which is good.
If a child is exposed to books at an early age and becomes interested in reading, "extensive" reading will not become his "task", but a kind of enjoyment in life. If you want to read more, you must read it early!
Let us make reading a habit. Come on!
Model essay on the reflection scheme of kindergarten teachers' reading activities II
Children are born with curiosity and cognitive interest, which is very beneficial to their learning and development. As long as teachers deeply contact and understand their original knowledge, experience and cognitive structure, it is not difficult to stimulate their intrinsic learning motivation. In practical education, teachers often regard early reading as a simple literacy activity, which leads to one-sided phenomenon. In fact, the content of early reading is very extensive, and all information and symbols in today's society can be regarded as a reading content. After a semester of study, practice and reflection, let me talk about some experiences of "early reading activities":
First, when organizing children's early reading, we should create a colorful reading environment for children.
1. Create a book corner or bookshelf for children. According to children's age characteristics and cognitive level, provide all kinds of children's books with various forms and rich contents, and change them regularly. Ensure a certain time every day, so that children can freely choose reading materials to read.
2. Create a reading environment. Environment is the third teacher of children, so we put the words that often appear in reading activities in the "perception angle"; For the commonly used Chinese characters in life, children put them in the "exploration corner". Children can browse and identify Chinese characters at will in their spare time, which can stimulate their enthusiasm for perceiving and understanding Chinese characters and their desire to actively explore Chinese characters.
3. Create a reading activity area corner. The reading content is expressed in the form of making up stories by looking at pictures, puppet performances, drawing and making up stories. Give children time to perform when commenting, cultivate children's bold character of being brave in collective performance, help children build up self-confidence and experience the happiness of success.
Second, when organizing children's reading activities, the forms should be novel and diverse.
Reading activity is a process of purposeful and planned reading education for children. It is an important link to convey the information of reading education, implement the goal of reading education to every child and promote the development of children. Therefore, we carry out various reading activities in various ways.
Third, when organizing children's reading activities, we should pay attention to integration.
Early reading activities in kindergartens are not purely written language learning activities. In fact, pure written language learning is impossible. Therefore, we should pay attention to organically combining early reading activities with other learning activities, and let children carry out activities such as self-made story books, self-made picture books, illustrated poems, listening to music, and making up stories. The purpose of these activities is to help children carry out mutual conversion different from symbols, so that children can transfer their reading experience to other activities and develop their creative thinking.
Fourth, when organizing children's reading activities, we should pay attention to the cultivation of early reading interest and habits.
The cultivation of children's early reading interest and habits can not be achieved by organizing 1-2 special education activities. Instead, it is necessary to infiltrate the development of this potential into the activities of the day, such as children's collective activities, life activities, game activities, outdoor activities and so on. As long as there is a fleeting educational opportunity in the process of teacher-student interaction, I will seize it and grasp it at all times, so that the development of children's potential is closely related to their lives. In this process, I can truly become a guide for children's learning.
The above is my superficial understanding and experience of early reading. Early reading is the basis of lifelong learning, an effective way for children to increase their knowledge, broaden their horizons and cultivate their sentiments, and also the basis for improving their language expression ability, which will have a far-reaching impact on children's reading when they enter the written language stage.
Model essay on the reflection scheme of kindergarten teachers' reading activities 3
Take Diary of a White Crane as an example.
Diary of a White Crane tells a very interesting, warm and touching story. The story is simple, the role is simple, and a small crane's monologue expresses the profound connotation of love and understanding. In the children's life experience, I don't know how I grew up step by step and gradually became independent from my parents. The story book shows the process of cranes flying from the north to the south for the winter, and finally returning to the north with carefully designed pictures, which perfectly outlines the scene of crane father and crane mother leaving their independent lives for the crane baby, which is very warm and harmonious. For children, what is "love" and what is "growth" is what they see in this picture. And it is seen in a happy mood, becoming a pleasant absorption and becoming a part of the body.
In the story, love not only tells the expectation, but also means the freedom to let go. In the end, the track of love will be firmly printed in your palm, like an invisible silk thread, pulling the people we love back to us and telling the people around you loudly about your love. I use beautiful music to make the story content into PPT, create a relaxed reading environment for children, and use various forms such as "guessing" stories, "telling" stories and "making up" stories to stimulate children's reading motivation.
For the picture book Diary of a White Crane, I found that children prefer it. I think the potential of young children is unlimited. Their learning ability is quite strong, and their ability to read pictures is beyond my estimation. Diary of a Crane is a very touching picture book. By letting the children look at the pictures and feel the love of the crane's parents for the crane's baby in the story, let the children experience love and feel warmth, and turn the love in their hearts into an expectation and a hope. The activity reached its climax here.
Children learn mature language by perceiving picture books, and are inspired by the creative use of language. In particular, it improves the language expression ability, and makes children want to speak, dare to speak, speak and speak well. By reading pictures, children can gain more perception, thus improving their emotion, imagination, sensitivity and beauty, which becomes the source of their growth experience and their successful and happy life. Through this kind of teaching, I can bring some touches to children's hearts, touches of love, and I think I have done it.
It is clearly pointed out in the Kindergarten Guidance Outline that children's language development is closely related to their emotion, experience, thinking and social communication ability. Therefore, the key to developing children's language is to create an environment in which children want to speak, dare to speak, like to speak, have the opportunity to speak and get positive responses. In the activity, guide children to observe the picture carefully and look for details that are not described in the text, so as to inspire children to tell the love between cats and small fish boldly and coherently in their own language and try to express love. After teaching picture book reading for a year, I found the infinite energy contained in picture books.
First, the charm of picture books
Classic picture books are all hand-painted by masters. Sometimes, it takes a long time for a picture book to come out, from the initial conception to writing a long script, and then to cooperate with the painter. The pictures in picture books are not only illustrations, but also express meanings beyond words. It takes a lot of thought to express them, and it is not something that an artist can draw with a story. A picture book is to present a movie, a story, an art with no more or less words and just the right explanation. Every good picture book must be discussed and studied by painters, writers and editors before it can be completed. It is not only a book, but also a work of art, which makes a story full of imagination and visual beauty, including the ups and downs of rhythm, the cohesion of plot, the effect of turning pages, the frame of picture and the design of layout, all of which are produced by the collision of ideas of these masters. Their purpose is to attract children to read page by page, nervous and expecting. The main readers of picture books are children and adults who accompany them to read. When the characters who interpret the story have the temperament and expression close to children, children will have a sense of identity with them.
Second, how to read picture books?
As teachers, we can't read a picture book to our children like some parents. In fact, the picture books that are really suitable for children to read have few words, and more are used to describe those pictures that children can never get tired of reading. Children are born to be the best appreciators and discoverers. They can sensitively feel the information conveyed to them by the painter and capture the wonderful pictures that adults don't realize. I used to read picture books and often turned over a page. First, I glanced at the picture below with my eyes, and then I immediately read the article with my eyes. After reading the article, I turned the page and glanced at the picture with my eyes. If you read with your children in this way, you will lack the interest in reading with your children, and you will not be able to take into account your children's unique way of thinking. In the picture book "Various Houses", there are many houses with different styles, which are dazzling, organically integrated with images and words, rich in sounds and feelings, and illustrated with pictures and texts. Then, guide children to observe the pictures carefully, and vividly convey the interrelated and ever-changing cultural knowledge to children in an easy-to-understand way, which can stimulate their interest in further exploring culture while expanding their experience.
Third, grasp the reading guidance of picture books.
1, the correct way to read a picture book is to start reading from the cover, not from the beginning of the story, because the picture book is a whole, no matter the cover, butterfly page or title page, their absence will inevitably damage the integrity of the story; At the same time, it depends on the author, painter, translator's name and publishing house, because children can feel a picture book through reading, which is formed by the joint efforts of many people and is professional;
2. Questioning skills. Grasp the clues of the story and design problems closely related to the psychological activities of the characters; According to children's age characteristics and individual differences, design questions from shallow to deep; Open-ended questions: Questions should be "lively", so that children can make different answers from different angles according to their own understanding. Starting from the current situation of children's thinking, use children's thinking to inspire and guide, instead of letting children answer according to the teacher's intention. They are not limited to a painting, but focus on the understanding of the whole story.
3. Principles and methods.
When guiding children to read picture books, don't rush to preach, keep asking questions and explaining, just like exam-oriented education. Instead, we should leave room for them to read and think, so that they can have enough time to taste stories, and let their experiences and feelings precipitate over time, and then slowly transform them into knowledge and wisdom. The basic principles of happy reading of picture books are autonomy, openness, interactivity and development, and the corresponding teaching methods are as follows:
A. Participation
First of all, in the process of reading, we should respect each child's different feelings, actively encourage them to guess what will happen later, encourage them to participate in writing stories, and come up with more interesting plots or sequel endings different from the author; Encourage them to compare themselves with the characters in the story. For example, reading Diary of a Crane can make children imagine themselves as a crane, and then they will naturally enter the story as "I", at the same time imagine themselves as the mother of a crane, bring all the children into the story, let the children imagine themselves as the protagonist of the story, and imagine what I would do if my parents really stopped taking care of me that day. Inspire the spark of thinking.
B. open it.
Open teaching place: reading picture books also needs to pay attention to atmosphere and artistic conception. You can create a positive reading atmosphere in the classroom, reading room, school garden or other places as needed, and narrow the distance between books and children's hearts.
The above is a little experience I have learned from teaching picture book reading in the past year. I always think that there are many variations and unknowns between the design of an activity and the actual operation results of the activity, which require teachers' solid basic skills, the degree of grasping the activity and the degree of children's understanding. I think the interaction between teachers and children is very important. I need to observe every child carefully, seize the bright spot, enlarge it, and then give it back to the children to enhance the experience. This is what I need to learn.
Model essay on the reflection scheme of kindergarten teachers' reading activities 4
There are various forms of artistic activities in kindergartens. In the colorful media, children's picture books make people shine with their unique and exquisite binding, exquisite painting skills, refined language and brilliant creativity. Lead children to fly in this magical and dreamy space, enjoy the happiness brought by culture, give wings to their imagination and bring fresh vitality to art teaching in kindergartens.
From the artistic point of view, it has the characteristics of diversity of artistic expression forms, vividness of object and image forms, and distinctiveness of color coordination. I put the focus of children's art education on stimulating children's interest in art activities, cultivating children's ability to appreciate, discover and create beauty, and expressing their knowledge and understanding of beauty in language. Integrating picture books into kindergarten art activities is a dynamic growth process. Art teaching activities with picture books as the carrier make this process rich and colorful, and let children bring us unexpected stimulation.
Combined with the research of the research group, picture book teaching was initially considered as a language teaching activity. However, after learning more about picture books, I found that there are many connotations hidden in the original picture books, which can determine different fields. Language, science, society and art can all take picture books as carriers. With this understanding, there is more interest in picture book teaching.
First, dig deep into the connotation of picture books and choose the right picture books.
After practical application, I think the picture books used in artistic creation activities should have the following characteristics:
1, an imaginative picture book. Picture books used in art activities should be imaginative. For example, the big class can carry out the picture book art activity "Little Feet". The simple picture of the picture book contains profound philosophical connotation, and the story depicted is fresh, interesting, peaceful and cordial, showing a unique aesthetic perspective. Taking a pair of children's feet as the prototype, it has become an excellent idea and association in arch bridges, forests, houses ... picture books, allowing children to spread their imagination and draw interesting works.
2. Picture books that can dig out artistic elements. From the perspective of art teaching activities in kindergartens, picture books should have the value of art education. The diversified art information in picture books is worth studying and using, but we should also pay attention to the trade-offs. The simple line patterns and colors with red, yellow and fruit green as the main colors in The Rose Hen Going for a Walk are very orderly and beautiful. The story is constantly changing, and the changing pattern is repeating. Children like and expect this repetition. This book contains rich art education resources. In the middle class, my teaching activities focus on "Fa", one of the artistic elements, so that children can design a more beautiful farm for hens through painting in a relaxed and pleasant appreciation atmosphere.
Second, cleverly choose valuable resources in picture books to add color to art teaching activities.
In teaching, I tried to use some modes: analyze and think according to the artistic elements implied in picture books, and pay attention to the choice (whether to use picture books completely or extract them on demand). Let children read and understand picture books first (understand the contents of picture books initially), and then teachers and children will analyze the wonderful artistic expressions (artistic elements contained in picture books) together, so as to improve their understanding ability (use various teaching strategies to let children further understand and perceive the artistic forms in picture books). This paper introduces the methods and strategies of picture book art activities in combination with my recent lesson "Ross's Hen Farm":
The general concept of repetition means that the same image appears twice or more in the same design, which is a common technique in design to enhance the impression, create a regular sense of rhythm and make the picture unified and orderly. In repeated composition, it mainly refers to the same lines and shapes, as well as the same color and size of direction lights. I skillfully use the picture book "Rose Hen Going for a Walk" to let children transfer their experiences, connect with their own lives to imagine and create regular patterns. The picture in the picture book itself is a good example. The roof, walls, fruit trees, hens and foxes of the house are just some conventional pictures. In order to let children know more about repetition and regularity, they are guided to look for frogs, flowers and beehives in picture books to help them expand their experience. Finally, I completed the cooperation project in the form of pairwise cooperation, and the children enjoyed designing beautiful farms.
Picture books are beautiful, showing the styles and artistic pursuits of different artists. Simple as it is, it can be called "perfection". Art picture books open a window for children and a wonderful world of spiritual garden for children. In artistic activities, children's works are only traces of activities, and the process is the real implementation of education. It is the fundamental pursuit of teachers to realize the educational purpose in the process. In practice, I find that art activities based on picture books are more likely to resonate with children and stimulate their creative interest. The painting skills in the picture book are rich, and the diversified expression techniques add luster to the picture book. These exquisite pictures, composition, color application, imagination and creativity have opened up a new way of thinking for children's art activities, helping children discover beauty, feel beauty and express beauty. In my initial attempt this semester, I successfully experienced the great value of picture books in cultivating children's artistic ability. In the future teaching, I will continue to try to let children create in interest and draw in happiness.
Model essay on the reflection scheme of kindergarten teachers' reading activities 5
Pedagogical and psychological research shows that the cultivation of children's early reading ability affects children's life. In the content and requirements of the language field of "Guidelines for Kindergarten Education (Trial)", it is clearly pointed out that "guide children to contact excellent children's literature works, make them feel the richness and beauty of the language, and help them deepen their experience and understanding of the works through various activities". Picture book is a kind of reading material combining pictures and texts, and its narrative function with pictures conforms to children's physical and mental development characteristics and cognitive ability. Therefore, picture books attract many kindergartens to carry out picture book reading teaching with their unique charm. Based on the author's personal experience in kindergarten picture book reading teaching and observation of other teachers' picture book reading teaching, this paper makes some thoughts, and puts forward some strategies according to the problems existing in picture book reading teaching.
First, choose the right picture book.
Teachers should first choose a suitable picture book to teach picture book reading. Consider whether the picture book content is suitable for children's age characteristics. Whether the content of the picture book can be understood by children, and whether the pictures in the book can arouse children's experience resonance, thus stimulating children's reading interest. Considering the age, cognitive ability and unique reading characteristics of small class children, picture books suitable for small class reading generally have the following characteristics: cute characters, bright colors, short and interesting content, preferably single page; The content is close to children's life, and it is best to repeat the plot; There are repeated languages in picture books, which can let children read deeply in imitation; There is suspense in the content, so that children can actively explore their imagination. For example, a picture book suitable for small classes reads treading on thin ice, with a short story. The little brother, turtle, white duck, little gray rabbit, big ostrich and big tiger in the book are all lovely. One page only tells a story, for example, the first page tells that a little brother met a turtle on the road, and the second page tells that the little brother and the turtle met a white duck again ... This story appears repeatedly in the book. Meeting friends on the road is a common thing for children in real life, so children can understand stories well. The language of "step by step" appears many times in the book. Children imitate their little brothers and animals step by step, which not only stimulates their interest in reading, but also produces a desire for in-depth reading. Every time the babies are guessing who they will meet next on the road, finally hearing the sound of "Woo" opens the children's imagination: Who is coming? Therefore, choosing picture books suitable for children's age and cognitive ability is the prerequisite for the success of picture book reading teaching.
Second, teachers analyze picture books to find educational value.
It is the basis for the success of picture book reading teaching that teachers carefully study the content of picture books, understand the information they want to express, and find the educational value of picture books on this basis. Teachers should read picture books repeatedly and analyze the contents of picture books, instead of simply guiding children to read picture books and telling them the meaning of picture books directly. In order to complete the task of picture book teaching, some teachers directly imitate the teaching of famous teachers and copy their classroom content, which is not desirable. Due to the lack of research on the content of picture books, teachers can't really understand the educational value of picture books, and they also lack their own thinking in picture book teaching. Imagine that even teachers don't really understand the meaning of picture books. How can they guide children to master them? The picture book "Fish is Fish" makes children understand the fundamental difference between fish and frogs, that is, the fundamental difference between amphibians and aquatic animals, which also contains many truths, such as the temporary appearance consistency does not mean the same; As time goes by, we will see the essence clearly. Therefore, teachers must analyze the content of picture books, inject their own ideas into them, and find the educational value of picture books, so as to guide children to truly understand picture books and understand their significance. Only in this way can the picture book reading teaching be successful.
Third, the teaching forms are diverse and the classroom atmosphere is active.
Picture books combine exquisite and beautiful paintings with concise and vivid language to convey information to children and exert their educational value. Picture book teaching is different from story teaching, but in the actual picture book teaching process, teachers often simply show a few pictures, or simply turn pages to tell, and the story is repeated several times to complete a picture book reading teaching class. Picture book teaching should take children as the main body, children's independent reading as the main body, supplemented by teachers' guidance, and give children more time to explore their own reading methods. In addition, in order to enliven the classroom atmosphere, teaching forms should be diversified. According to different age characteristics, games, competitions, imitation, cooperation, singing and other forms can be used to promote children's understanding of picture books, which can stimulate children's interest in reading picture books in depth.
Fourth, the problem design is progressive and effective.
The design of good questions is not only conducive to arousing children's thinking and deepening their understanding of picture books, but also conducive to the in-depth development of picture book teaching activities. In real life, teachers often ask too many questions, and there are too many invalid questions, which make no progress. This leads to a waste of time and low efficiency, which affects the development of picture book teaching. When designing questions, teachers should consider whether the questions conform to children's age characteristics and whether the problem design is gradual within children's ability. For example, in the picture book "Hungry Little Snake", the teacher asked the small class children to observe the pictures of bananas that the little snake saw the next day. The teacher asked, "What did the little snake find" (banana) "What color?" (Yellow) What shape? (bend) and encourage children to say it completely. "The little snake found the yellow bent banana." This way of asking questions makes it step by step instead of staying at one level. Teachers encourage children to complete words, which is also conducive to the development of children's language ability.
Five, cooperation and exchange, a total of books.
A person's energy and ability are limited, even a backbone teacher can't cover everything. Picture book reading is often taught in our garden. The backbone teachers demonstrate the class first, and then the young teachers demonstrate the teaching. In particular, young teachers tried many times before the formal picture book teaching, invited the master to attend classes, and constantly improved the teaching design according to the classroom situation and the master's suggestions. After a round of teaching, backbone teachers and young teachers share the advantages and disadvantages of picture book teaching, learn good teaching methods and gain a lot from their own incomprehension. In addition, school teachers often go out to attend classes, treat each other honestly with the sister garden, communicate together, and learn from each other's strengths.
The teaching of picture book reading is a profound knowledge. It is far from enough to teach picture book reading well by adopting the above strategies, and there is still a long way to go to realize mature picture book reading teaching. Only by constant practice, exploration and reflection can teachers make continuous progress, and the teaching of picture book reading will gradually become successful, so that every child can really benefit.
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