Content and process:
The role game Snack Bar has been going on for two months, and children are very interested in the game. At the beginning of today's activity, my children and I recalled the main characters in the "snack bar" game and their respective work tasks. Before the game started, I asked the children whether to assign roles by themselves or the teachers, and the children's answer was to assign roles by themselves. I asked them to discuss in groups. I don't know how they discussed it, but I want to give them a chance to try. The game has begun. I divided the toys into several groups. Although I always reminded the children not to grab toys before the game, some children were afraid that they would have no fun when they saw the toys holding them. At this time, I found that some groups have better roles, including chefs, waiters and customers. Some groups only have chefs and waiters, but no customers. At my reminder, they changed some roles. During the competition, Roman Qijia and Lu Yuhang played better. Ye Yifan waited patiently in the customer's seat. I saw Zhuo Xinzi being a chef seriously. He even said to the customer, "Do you think it's delicious?" "Do you want to add some seasoning" and so on. There are also a few children who are doing well. But there are still some children who are interested in toys and forget their roles. Under the teacher's reminder, several children returned to the corner. During the game, many children lost their sense of role, so that the game could not be played. After the game, the children learned to tidy up their toys, but they were not neat enough.
Analysis of children's behavior:
The children in the middle class last semester have a certain sense of role and autonomy. In the game, teachers don't need to solve problems for children blindly, but can throw some simple problems to children and let them use their brains to solve them.
When teachers find problems in the game, they should help the children in a parallel way and let the game continue.
Reflection and promotion
At the beginning of the game, all the children in the class will actively participate in the game and have their own opinions, but their role awareness is not strong enough. Some children can only play with toys and don't know their roles. Some children can act according to the requirements of their roles, but their performance is average. There are also some children who don't follow the rules of the game.
We haven't done enough knowledge preparation. We continue to ask parents to cooperate with our work and take their children to snack bars. Teachers provide relevant information to enrich children's knowledge and experience. In regional activities, toys are provided for group activities. Enhance children's understanding of roles.
To implement education, observe first. Teachers should obtain a lot of concrete and true information through purposeful, step-by-step and planned observation to understand and evaluate children's development; On this basis, make, adjust and implement the teaching plan, and finally promote the all-round and harmonious development of children. In this way, learning to observe children scientifically has become an educational skill that every kindergarten teacher must master. However, in practical work, we found that many teachers did not master the method of scientific observation well, which made the process of observation not perfect, thus affecting the quality of observation. In view of this, the author intends to talk about how kindergarten teachers should observe children scientifically in combination with reality.
First, according to the observation purpose, choose the appropriate observation angle to obtain valuable information.
No matter what kind of observation activities, observers can get a lot of information, but the information obtained from different angles has different values. Therefore, the observer should first choose the appropriate observation angle according to the observation purpose, so as to obtain valuable information to analyze and solve the problem. In practical work, some teachers do not choose a suitable angle according to the purpose of observation, which makes their "objective description" general and simple, and makes observation activities a mere formality and meaningless. For example, a teacher observed the adaptation of a freshman in the morning, and there was only one sentence in the observation record: "xx walked to the door, holding his mother and saying that he didn't want to go to kindergarten". It can be said that this is a meaningless observation, and teachers cannot find effective education to reduce the population through this observation. As we all know, most freshmen cry when they enter the park, and different children have different performances. Only by observing the details such as the duration of children's crying, parents' handling methods, and the process of children's emotional changes to the north, can teachers find effective new education strategies according to the characteristics of different children.
Second, pay attention to observe the child's operation process.
Many teachers often pay attention to the results and ignore the process when observing children's operational activities. For example, a teacher recorded: "xx went to the art group to play for a while, and went to another group without drawing anything." The teacher only pays attention to the operation results, but ignores the details such as whether the child is interested in the operation process and how to fiddle with the materials. This information can often inspire teachers and urge them to take further targeted measures to promote children's development at the existing level. Therefore, teachers should pay attention to observing children's operational activities.
Third, put forward progressive requirements and observe children deeply.
In the continuous case observation, some teachers are limited by the observation theme, and often can't find new problems in time or put forward higher requirements for children's development. For example, when a teacher observed for the first time, he found that a child's hand washing method was incorrect, so he implemented corresponding educational strategies; In the second observation, she focused on confirming whether the educational strategy implemented was effective and whether the children learned to wash their hands correctly. Seeing that the expected goal has been achieved, the observation activities are terminated. This kind of observation at the original target level is difficult to make the observation activities step by step and go deep.
Fourth, pay attention to the objectivity of observation records.
The observation records made by teachers should be a true and objective reflection of children's activities. In practical work, teachers should avoid the following two kinds of improper performance.
Performance: From the observation records of some teachers, it is found that their observation time is very short, and they did not put their children in a complete situation to understand. Teachers often end their observation only by grasping a few words or actions said by children. It is inevitably subjective to use this inadequate observation to guide educational behavior.
Performance 2: Some teachers record the observation content not with their own eyes, but according to the situation reflected by other children, which is difficult to ensure truthfulness, objectivity and comprehensiveness, and the teacher's analysis of children's development may not be in line with reality.
Fifth, improve the effectiveness of the analysis of observation results.
The analysis of the observation results is an important basis for teachers to carry out new educational activities and teach students in accordance with their aptitude, which requires objectivity and effectiveness. In practical work, we found that some teachers have the following shortcomings in this respect, which need to be improved:
One of the manifestations: analysis is inconsistent with observation. For example, it is not objective to observe a child's behavior but analyze a certain type of child's behavior.
The second performance: when analyzing the observation content, I am used to looking at the problems in children's development from a static point of view. In observation and analysis, sentences like this often appear: "This child has always been timid" and "This child has always been overbearing and rude". The teacher simply labels the children, without analyzing the deep reasons behind the children's behavior in combination with the observation content.
Performance 3: The listed educational measures are not specific. In the analysis of the observation content, the phrase "education needs to be strengthened" often appears. As for methods and educational activities, there is no in-depth thinking and further explanation based on observing facts. Such observation and analysis will lead to simple preaching by teachers and fail to achieve good educational results.
Performance 4: Educational analysis relies too much on parents' cooperation. For example, in the observation of children's eating, the teacher found that some children put their bowls and chopsticks very heavily, so they took "contacting parents to cooperate and guide" as a solution to the problem. In fact, as long as teachers ask for meals in kindergartens and remind children in a targeted manner, it is possible to solve this problem quickly and well. It can be seen that apart from family education factors, teachers should think more about how kindergartens can take effective measures. Observing children scientifically is a basic skill that every teacher needs to explore and learn constantly in practice. Teachers should guide their educational behavior with correct views on children and education, constantly improve their ability to analyze and solve problems, and finally become successful observers and educators.