By analyzing the content characteristics of the selected activity theme, we can point out its position in the whole teaching. Therefore, the teacher must first make clear what the content of this activity is and why he chose this activity. It should be noted that the selection of teaching materials was prepared from the needs of local children at that time. If the selection of materials involves regional characteristics, even the characteristics of kindergartens, it should be more prominent, so as to develop kindergarten curriculum in kindergartens. Activity content and teaching materials are not the same concept. Activities should include teaching materials, but not limited to teaching materials. Kindergarten teaching materials not only refer to the content of teaching materials, but also include the analysis of children's situation, teaching objectives and activity preparation. Therefore, when explaining the content of the activity, we must make clear the teaching materials and the contents related to the teaching materials.
A brief analysis of children's present situation mainly includes children's age characteristics, physical and mental development, mastery of original knowledge and basic skills, and intellectual development. Children's non-intelligence factors include children's interest, motivation, behavior habits, will and other development. In this link, teachers should express their scattered impressions of children's observation step by step in an orderly, clear and targeted manner, so as not only to understand children more clearly, but also to enable teachers to closely link the relationship between children's development level and the design of teaching activities, so as to consider the determination and selection of goals and contents, so as to gradually and truly promote children's development in educational activities. Educational goal is an important part of activity design, and it is the starting point and end point of educational activity design. When talking about the educational goal, we should first talk about the theme goal, then talk about the goal of this activity, mainly from the aspects of emotion, attitude, ability, knowledge and skills, which can reflect the educational requirements of the theme, and finally talk about the basis for establishing this goal. At the same time, in this part, I also want to talk about my determination and solutions to the key and difficult points.
Speaking of activity preparation, it includes the preparation before the activity (parent work, community coordination, environment creation, data collection, kindergarten activities, etc.). ) and preparation during the activity (i.e. toys, teaching AIDS and other materials, including books for children, teaching wall charts, etc. ). Activity preparation is to let children develop through interaction with the environment and materials. Therefore, activity preparation must adapt to children's abilities, interests and needs. This point must be made clear in class.
(2) Speaking and teaching methods
Teaching method is a way for teachers to effectively convey information and guide children. Teaching methods mainly explain the teaching methods and means to be used in this activity and the reasons for doing so. We should focus on our own original methods, especially the specific methods to cultivate children's innovative spirit and practical ability. When talking about teaching methods, we should pay attention to the characteristics of teaching materials, children's reality, teachers' specialties and teaching equipment to explain the basis for choosing a certain method or means.
Talking about teaching methods means that teachers should explain "how to teach" and "why to teach like this". Teachers should talk about the methods and means to achieve the educational goals and teaching contents after they are determined. It is not only necessary to clarify what teaching forms and methods are used in the whole activity, whether it is carried out collectively, in groups or by individuals, but also to clarify why this form and method are used, how teachers guide them, why they should guide them like this, and so on. There are many teaching methods and different scales. At present, we often use passion teaching method, situational teaching method, audio-visual demonstration method, exchange discussion method, interactive method, operation method and other teaching methods in activities, and aesthetic edification method will also be used in some artistic activities.
In the future work practice, teachers' exploration, accumulation and application of teaching methods themselves rose to the theoretical level, and made them systematic and regular. Teachers should try their best to improve the design of each teaching method to the theoretical level of preschool education and teaching.
(3) Speaking and learning methods
Speaking of learning methods is to explain how children should learn and why they should learn like this. Teachers should tell them what learning methods to teach their children and what abilities to cultivate them. When talking about learning methods, teachers should talk about how children learn in activities and what is the basis; How to stimulate children's interest in learning and guide them to actively explore in activities; We should also talk about how to guide children to learn according to the characteristics of the class and the children's age and psychological characteristics.
Learning methods such as multi-channel participation, experience, operation, group cooperation and observation are commonly used in kindergarten teaching activities.
(four) said the activity process
It is said that the activity process is the key link of the lecture, which embodies the teacher's teaching philosophy, teaching personality and style. Only by expounding the activity flow design can we see whether the activity arrangement is reasonable, scientific and artistic. The activity flow is to explain the whole activity process, that is, the implementation process of each activity link. The arrangement of activity steps and the choice of methods must be centered on activity goals, which are not only realized through the whole process of educational activities, but also through various activity steps with different emphases. Therefore, teachers must decompose the activity objectives and analyze the adaptive relationship between the activity objectives at all levels and various steps and methods.
If we want to extend the activities designed by teachers, teachers should also tell us how to extend the basis of activities, the role of extension and why to extend them. This part can reflect teachers' mastery of children's development level in this class, their understanding and practice of promoting children's development at different levels, and their application of individualized education principles.
(five) to show their own participation in the design of auxiliary courseware.
When showing the courseware, you should also briefly describe your own design and production ideas and processes. The courseware made should play a role in highlighting the key points of this activity, reducing the difficulty and breaking through the difficulties.
Third, implement lecture activities.
Lectures are different from general lectures and classroom teaching. They require speakers to systematically introduce their own teaching design and theoretical basis, rather than preaching teaching plans or focusing on classes. Its core lies in reasoning and explaining why he wants to teach like this. The focus of the lecture lies in the breakthrough of teaching emphasis and teaching difficulty. In the course of lectures, we should pay attention to the following points: to use Putonghua, we should be passionate, generous, compact and coherent, and the media should be concise, accurate, natural and effective.
For the understanding of the content and method of the lecture, here is just a brick to attract jade. I think lecture is a process of "explaining" the thinking activities of design courses, which can make preschool teachers re-examine the theoretical basis and ideas in design courses and strengthen the guidance of theory to practice. Talking about lessons is a good way for teachers to study teaching materials, explore teaching methods and practice teaching means, and constantly improve the professional level of education and teaching. It is also an inherent requirement for teachers to further study educational theory, guide teaching practice by scientific means, improve the level of teaching and scientific research, and strengthen the training of basic teaching skills after deepening education reform. Talking about lessons can guide teachers to study the Guiding Outline of Preschool Education, study the teaching materials deeply, actively change the educational concept, master modern educational technology, improve teaching skills, better deepen classroom teaching reform, optimize classroom teaching process, improve classroom teaching efficiency and comprehensively improve the quality of conservation education.