Summary one
Learning to reflect is a quality that modern teachers must have, and it is also a ladder for teachers to grow up. In order to improve teachers' ability and skills of teaching reflection, deepen kindergarten's understanding of teaching reflection, make teachers have the consciousness of reflection, and make reflection become teachers' conscious behavior, I conducted a survey on the teaching reflection activities of preschool teachers in this city:
Summary and review of the teaching reflection activities of preschool teachers in our city;
In recent years, teaching reflection activities have been widely carried out in the educational practice of various units and gradually become one of the important ways to improve teachers' quality and promote teachers' professional development. Recognizing the importance of reflective teaching, our garden has carried out a series of activities around reflective teaching: organizing the exchange of educational notes, organizing Zhengzhou reflective teaching seminar, and organizing the training and evaluation activities of reflective courseware for preschool teachers in the city. The following is a summary of previous activities:
Organize evaluation and exchange activities of educational notes.
In order to enable preschool teachers to sum up the experiences and lessons in all aspects of the day's activities in time, promote the exchange of good educational ideas and teaching methods, and avoid teachers taking detours in education and teaching, we launched an evaluation and exchange activity of preschool teachers' educational notes on June 28, 2003. The outstanding advantages of this activity are: ① the writing is serious, the font is neat and clean, and the task of 10 educational notes can be completed. (2) Most of the content has appropriate subtitles. Finally, there are teachers' feelings or views on this matter. Reflect on the whole thing. As a teacher wrote, there is no shortage of beauty in life, but there is no shortage of eyes to find beauty. I wrote in the article "Preference and fraternity": If you love one child too much, you will lose all your children. Another example: Xiao Fei's "getting into trouble" is not his original intention. He just wants to try to solve some problems with his own hands, and "destruction" is not their purpose. They just want to explore some truth with their own minds. Warm him with love, listen to him with patience and wait for him with perseverance. When children have conflicts with teachers, it is irresponsible for teachers to give up education, and it is foolish to confront children. Only by understanding and mastering the causes and characteristics of children's confrontation can we find a strategy to solve the problem. I am glad that I have been a "lazy" teacher for a while and have not "desperately" deprived my children of opportunities for development.
Summary 2
To be a kindergarten teacher with a high level of reflection, we must first have the consciousness and responsibility of reflection, the enthusiasm for exploring problems, the spirit of questioning and the subjective consciousness of teaching. At the same time, all kinds of educational support and help from outside are also very necessary. There are some differences in the level of reflection among different groups of teachers, and the cultivation of reflective ability of different groups of teachers should reflect different characteristics. In the conception of cultivating kindergarten teachers' teaching reflective ability, the author defines the teachers who need help as "reflective practitioners" and the teachers who can help "practitioners" as "reflective supporters". These "supporters" are not only teachers and kindergarten directors, but also university teachers or educational and scientific researchers in scientific research institutions. The following is the author's tentative idea of cultivating teachers' reflective ability in different stages of development.
First, the training of new teachers-starting with observation and description, accumulating teaching experience and understanding reflection ideas. The new teachers in this paper are new teachers with teaching experience less than 1 year. The knowledge of such teachers belongs to declarative knowledge, and less to procedural knowledge. These declarative knowledge are superficial and abstract, lacking the support of concrete examples; A small amount of procedural knowledge is scattered and unsystematic. Therefore, for new teachers, the cultivation of reflective ability should start with observation, accumulate all kinds of "background knowledge" by observing a large number of excellent teachers' teaching examples, understand the principles of organizing teaching and general teaching experience, explore the relationship between excellent teachers' teaching and their knowledge structure, and understand the basic thinking of reflection by listening to the explicit and expanded reflective activities of "reflective supporters". Examples of specific programs are as follows:
A practitioner and supporter of reflection.
Watch live teaching or video regularly, and tell the teaching process and teaching behavior of the instructor in detail and comprehensively as far as possible. Because the telling process itself is a process of induction, generalization, reflection, evaluation and re-understanding of others' teaching process. For example, a new teacher described the teacher's teaching process and behavior after observing the small class percussion activity "Heavy Rain and Light Rain" organized by excellent teachers: "This teacher first asked the children to review the song" Heavy Rain and Light Rain ",and then let the children sing and act. When singing" Heavy Rain ",their arms trembled greatly, while singing" Light Rain ",their fingers touched gently, and finally let the children use two percussion instruments.
With two lyrics. "Complement the story of the new teacher and help the new teacher pay attention to key issues by asking questions. For example, "what method did the teacher use when asking the children to choose different percussion instruments to accompany two lyrics?" What was her first question? Think about it. What instrument sounds like it's raining heavily? What instrument sounds like rain? What questions did she ask when the child couldn't answer? Now the teacher has two kinds of musical instruments here-tambourine and bell. Please ring the bell and drum, and listen to which instrument sounds like' heavy rain' and which instrument sounds like' light rain'? What did the teacher say to the child when he couldn't answer? The tambourine sounds like' heavy rain', and the small one sounds like' light rain', right? Please summarize the teacher's questioning strategies. "
Answer the questions raised by the "supporters" one by one, compare your own description with that of the "supporters", see what teaching links you have neglected, and make records.
Listen to the "supporters" explain each link in teaching, and accumulate all kinds of "background knowledge", that is, the knowledge that supports their choice and judgment in specific practical situations. Explain the instructor's teaching behavior in on-site teaching or teaching videos, point out the nonverbal clues that the instructor uses to adjust teaching strategies, and help new teachers sum up what teaching problems can be solved under what circumstances and with what teaching strategies. For example, "when the teacher's question makes it difficult for children to answer, the teacher should adjust the difficulty of the question at any time, such as changing the question into a multiple-choice question or even a judgment question, so that the invalid question becomes an effective question."
With the help of "supporters", the teaching behaviors of excellent teachers are classified and summarized, key links are recorded, and written materials are released to the whole park. This can provide original materials for reviewing and reflecting on one's teaching activities. Because only by knowing what kind of teaching behavior is reasonable can we provide a basic reference for teaching reflection. Help new teachers summarize the teaching behaviors of excellent teachers and analyze the types, characteristics and effects of various teaching behaviors of excellent teachers.
Listen to the theoretical analysis of "supporters" and form written materials.
Professional teachers or researchers in Materials University analyze the problems in teaching from a theoretical perspective, and help new teachers to link their observed teaching practice with their original knowledge (teaching method knowledge, curriculum knowledge, pedagogy, psychology knowledge). This method can make new teachers close to practical experience. In this way, teachers' peers use teaching experience and professional teachers use educational theory to help new teachers analyze the teaching situation at that time, so that new teachers can gradually form a theoretical framework for reflection and accumulate experience materials.
Summary 3
It is not difficult to find that the existing discussions generally regard conventional education as a means of class management and education, and pay more attention to its positive significance. But what kind of work and rest in kindergarten is reasonable and what kind of work and rest is really beneficial to children's development, which is worth pondering by kindergarten teachers.
People who want to go to kindergarten will definitely see many teachers sitting on their calves with the unified hands of the whole class when organizing activities; Before the sports meeting, the children always stand and listen to the teacher explain the game. Teachers always praise children, and don't run around in activities; I often criticize XXX's children for always running around, which is not peaceful at all. In fact, normal children are lively and active. This is the need of their healthy physical and mental development. Physiologically, children need to run, jump and shout, and can't sit quietly like adults. If we "force" them to obey the rules and not run or jump, their movements will not develop accordingly, and their personalities will easily become melancholy and withdrawn, lacking the spirit and ability to cooperate with others. At the same time, children get to know the world by touching the things around them in activities. If children are always asked to sit honestly, how can they really get in touch with the colorful objective world and know the things around them? At the same time, children are in the growth and development period, and their physical and mental health needs a positive environment. In daily life, some teachers loudly reprimand or criticize and reprimand the children in front of all the children, which makes the children suffer great psychological trauma, and it is easy to form inferiority and cowardice over time, which is extremely unfavorable to their physical and mental development. In addition, many teachers regard routine as an effective condition of kindergarten education, that is, routine is the premise of education. It seems that without this premise, the educational effect cannot be guaranteed. So they put a lot of time and energy into children's regular training, which makes the teacher's work focus begin to tilt.
If a child violates the rules, the teacher will spend a long time correcting it in front of the whole class, so that other children can't carry out activities; In the activity area, the toys are not properly packed, so the teacher has to spend a lot of time pointing at all the children, emphasizing the routines, and finally there is not much time left for the children to really move. Routine in activities is indeed necessary, but a child's real discipline and self-control comes from his or her devotion to activities rather than external constraints. Simply emphasizing routine and discipline as the premise of educational activities is tantamount to putting the cart before the horse. It is worth pointing out that in the routine education of young children, children often get "instructions", such as children can't talk when eating, sit well in class, listen to instructions at ordinary times, etc ... Children always establish various routines in "I say you can do it", and the teacher's words become the "imperial edict" in their hearts. Children always say, "If so, the teacher will criticize." Is it assumed that the reason why children obey the rules is that teachers will criticize them? What can a child do without the teacher's criticism? This is obviously wrong. Although children are small, they have the same self-esteem as adults. If teachers only use the sense of superiority as "teachers" to overwhelm and control children, so that children can develop all the habits of listening to others, but they have no opinions and lack innovative consciousness, which obviously does not match the quality of talents needed in the new era.