Whether the kindergarten mathematics teaching method is chosen properly or not is directly related to the teaching effect and the completion of teaching tasks. 1. The purpose of heuristic exploration method is to inspire children to explore and acquire new knowledge by relying on their already mastered mathematical knowledge and experience. This is an important way for children to learn mathematics under the guidance of teachers, which can stimulate their enthusiasm for learning to the maximum extent and fully mobilize their initiative in learning. It must be noted that: (1) Heuristics should run through the whole process of mathematics teaching and the learning process of children's active thinking and exploration under the guidance of teachers; (2) Heuristic exploration method should be combined with operation method; (3) Teachers' questions should play a role in guiding children's thinking and exploring directions; (4) Teachers inspire, encourage children to think independently, and fully mobilize children's learning enthusiasm; (5) When children encounter difficulties in the learning process, teachers should enlighten, encourage and help them in time. 2. The purpose of the game method is to stimulate children's interest in learning mathematics through games. Game is a very important way and method for children to learn mathematics, and it is also an effective means for children to acquire mathematical knowledge and develop their thinking. The main game modes are: (1) games with plots, such as watching movies and taking seats according to the ticket number; (2) Play with the senses, such as listening to drums and counting; (3) oral games, such as songs; (4) Competition games, such as countdown games.
What are the teaching methods of the teaching content in the kindergarten middle class?
1 teaching method
Teaching method is a teaching method in which teachers describe situations, facts, concepts, principles and laws to students in oral language.
2 Conversation method
Talk method, also known as answer method. It is a way to spread and learn knowledge through the conversation between teachers and students. Its characteristic is that teachers guide students to use existing experience and knowledge to answer teachers' questions, so as to acquire new knowledge or consolidate and check what they have learned.
3 discussion method
Discussion method is a way for the whole class or group to express their opinions, discuss together, inspire each other and brainstorm around a central issue under the guidance of teachers.
4 reading guidance method
Reading guidance method is a teaching method that teachers guide students to acquire knowledge by reading textbooks and reference materials independently.
What are the teaching methods commonly used in kindergartens?
Teaching methods commonly used in kindergartens: wenku.baidu/...szqTPO.
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What are the main teaching methods of science activities in large classes in kindergartens?
Teaching Design and Reflection of Science Activities in Kindergarten Large Classes: Interesting Points
Qiu Xue Zhu
Design intent:
Once, I walked into the activity room from the outside with a mirror, and the reflection of the mirror on the indoor wall produced a light spot. The children kept chasing the bright spot. When I shook the mirror, the light spot jumped and the children were curious. So, I caught the children's interest and designed and organized this activity.
Goal:
1. Actively explore the formation and changes of light spots, generate interest in exploration, and experience the fun of exploration.
2. Willing to use language to express and communicate the process and results of exploration.
3. Cultivate observation, imagination and practical ability.
Prepare:
1. This activity should be carried out under sunny weather conditions, with sunshine coming in from outside.
2. Some mirrors, scissors, glue sticks, pencils, plasticine, paper, etc. Packed in plastic baskets respectively.
3. Children have perceptual experience in mirrors and can make patterns in many ways.
Process:
1. Free exploration-Where do the highlights come from?
1 game: mirror and light. Teachers and children play together in sunny places and reflect the light to the ceiling or wall with mirrors.
② Question and communication: How to play? What are these bright and swaying things? Where does the light spot come from? Why did it move?
③ Summary: When the mirror reflects light on the wall, it will produce light spots, which will shake with the shaking of the mirror.
2. Guide exploration-why does the shape of the light spot change?
Are the light spots on the wall the same? What is the difference? Why? (Through observation, operation and discussion, guide children to understand that the shape of the light spot is related to the shape of the mirror and its irradiation angle)
(2) What does the light spot on the wall look like?
3. Deep exploration-how to change the shape of the light spot?
① Guide children to discuss freely.
② Children's operation and experiment. Guide children to paste homemade patterns or figures on the mirror, and then play the game of "mirror and light".
(3) What did the children discover through mutual communication?
Extended activities:
1. Take the children outdoors for further exploration in view of the problems in the experiment.
2. Guide children to further explore other ways to change the shape of the light spot besides changing the position of the light source and sticking things on the mirror.
3. Invite parents and children to experiment together: with moonlight and light as light sources, explore whether the mirror can create a shaking spot.
Activity reflection:
Bruner, a famous American psychologist and educator, believes that "the best way to learn is to be interested in textbooks". The content of this activity comes from children's interest in facula, which arouses children's enthusiasm and initiative in learning.
The Guiding Outline of Kindergarten Education (Trial) points out that the training goal of science education is to cultivate children's interest, curiosity and thirst for knowledge about surrounding things and phenomena, their ability to explore problems with various senses and hands, and their ability to express and communicate the exploration process and results in an appropriate way. Materials are the best inducement to stimulate and maintain children's interest in exploration. In this activity, I provided a large number of operational materials for children, taking the activity materials as the carrier, so that the activity steps are closely related to the goals, which is conducive to children's continuous exploration and verification.
This activity adopted a combination of collective, group and individual activities. By observing, guessing and experimenting, children discuss, communicate and solve problems with each other, which not only improves their enthusiasm for learning, but also broadens their thinking and develops their various abilities. For example, when I asked my children to find ways to make their mirrors reflect different light spots, they showed great interest and desire to explore. They take the initiative to explore, boldly try, and are willing to communicate, showing strong imagination, creativity and language expression ability. They experience success in practice, get satisfaction, and push the whole activity to * * *. Of course, this activity also has some shortcomings.
First of all, if activities are conducted outdoors and children are given more time to explore independently, children may find more interesting phenomena. For example, during the activity, I found that children with strong ability can not only change the shape of light spots by changing the position of light source and pasting objects on the mirror, but also find that when multiple light spots overlap, the bright spots of light spots will also change. However, due to the limitation of time and space, the children failed to discuss this issue in depth. Children with weak ability can only operate step by step according to the teacher's method, which shows that children with weak ability do not know much about the generation and change of light spots.
Secondly, safety education can be infiltrated in time. In the process of exploration, some children deliberately reflect light to their peers' faces. Strong light hurts children's eyes, which is very dangerous. At that time, I ... >>
What are the teaching methods in kindergartens?
Teaching methods include intuition, demonstration, demonstration, explanation, narration, situational performance, experiment, operation, practice, example, dialogue, appreciation, games, performance, observation and so on! Learning methods include infiltration guidance, contrast guidance, pointing guidance, migration guidance, understanding guidance and so on.
What are the methods of preschool education?
Give priority to with game activities, permeate in life together!
What are the methods of kindergarten teaching activities?
Design of (1) link
First, the process of the link. There are five types of health teaching activities in kindergartens, including physical education, safety education, physical protection and self-care ability education, diet and nutrition education, and mental health education. And each type has different forms and methods of activities. Now give some examples to illustrate several typical forms of activities.
① Sports activities (three basic links)
The goal of sports activities: to help children carry out sports in the most effective way, improve their physical fitness, enhance their physical fitness, improve their health level and better adapt to social life. The specific contents include: basic movements, basic gymnastics, sports games, equipment activities, etc.
Physical education teaching activities: generally including the beginning, the middle and the end. These three parts have different functions and tasks. The first part is to undertake tasks such as organizing children's attention, participating in activities, defining activities, driving children to exercise, and making preparations. The time is about 3 ~ 6 minutes, accounting for 65,438+00% ~ 20% of the whole activity. The basic part is to undertake the task of learning new content and knowledge. Of course, this process needs to be effectively organized in the form of games, in order to achieve the goal of children actively participating in activities, exercising, enriching knowledge and solving problems. The time is about 2 1 ~ 24 minutes, accounting for 70% ~ 80% of the whole activity. At the end, it is responsible for activities evaluation, summing up experience, sorting out equipment, relaxing, etc. The time is about 3-6 minutes, accounting for 10%-20% of the whole activity.
② Safety education (four basic methods)
The goal of safety education: to help children establish safety awareness, learn necessary safety knowledge, develop good behavior habits and actively participate in sports activities. The specific contents include: traffic safety, fire safety, food hygiene safety, electric shock and drowning prevention safety, toy safety, life safety and so on.
Methods of safety teaching activities: scene reappearance method, that is, using CD-ROM, pictures and other methods to reproduce the problems in safety education, so that children can feel personally, guide the consequences of incorrect practices, and properly restrain their own behavior to achieve the purpose of education; Case analysis, that is, carefully analyze and discuss the things that often happen to young children, draw conclusions and know the harm, and then choose the correct game play; Comparative judgment, that is, at the same time, let children know the correct events of mistakes, let them judge and analyze for themselves, which is right, which is wrong, what to do and what not to do, and know how to abide by the rules of the game; Daily infiltration method, that is, closely combining safety education with daily life, reminding children at any time, and linking with daily behavior rules, will get more surprises if education is incorporated into daily life.
The above methods can be combined with the content of teaching activities to choose the most suitable method to achieve the goal. Of course, teachers can also carry out reform and innovation according to their own experience. As long as the purpose of teaching activities can be achieved and the development of children and the formation of safety awareness can be promoted, the methods can be adjusted at any time according to the teaching needs.
③ Physical protection and self-care ability education (three points for attention)
The goal of physical protection and self-care ability education: to help children improve their attitude towards health and public health, and to cultivate children's healthy behaviors and habits beneficial to individuals and society. The specific contents include: life hygiene, plot hygiene, environmental hygiene, organ protection, etc.
Precautions for physical protection and self-care ability education: the requirements are consistent, that is, teachers and parents should have unified routine requirements in daily life and games, and they should not change the established routine requirements with the preferences and wishes of adults, otherwise they will repeatedly cultivate children's self-care ability and routines; The combination of collective and individual, because children come from different families, has differences in heredity, quality and habits. Therefore, these factors need to be considered when making a teaching plan. The teaching plan should take care of all children and have individual education. The organic combination of the two can make children gradually integrate into and unify with the collective, gradually form class routines and behavior habits that meet the requirements, and effectively accomplish educational goals; The wonderful use of demonstration and explanation, many times, in order to influence children subtly, teachers no longer emphasize the importance of demonstration and explanation in teaching activities to avoid the negative impact of one teaching and one learning on children. Therefore, for demonstration, teachers need to skillfully use it to help children form correct concepts without trace.
The second is to design around the needs of goals and content. No activity setting can form a pattern, and so can health teaching activities, although there are certain rings ... >; & gt