Effective teaching is one of the goals pursued by classroom teaching since the new curriculum reform. The characteristics of kindergarten curriculum implementation are determined by the characteristics of preschool children's physical and psychological development, learning characteristics and kindergarten curriculum life. However, children are still young, and a lot of practice has proved that only when children have a strong interest in what they have learned can they have the motivation to continue exploring. The age characteristics of children determine the limitations of their spontaneous learning, and the concrete visualization and perceived movement of their thinking determine that effective teaching in kindergartens needs to be realized through effective teaching situations. It is an effective and successful prescription for kindergarten collective teaching activities to create teaching scenes suitable for children's age characteristics and let children participate in activities independently in the scenes. The key to the implementation of kindergarten curriculum lies in creating rich activity scenes, creating an atmosphere conducive to children's spontaneous activities, and providing corresponding help for their development.
In the practice of preschool education, it is not difficult for preschool teachers to find that the effective creation of teaching scenes has special value in various subjects: first, the creation of teaching scenes meets the psychological needs of children, and the relaxed, harmonious, happy and lively learning atmosphere it creates stimulates children's interest in learning; Secondly, children's thinking is mainly based on the association of concrete images or representations of things, and the creation of concrete and intuitive image scenes in teaching situations helps children understand the meaning of language correctly. Thirdly, the effective creation of teaching situations satisfies children's psychological characteristics of being curious, inquisitive and active, and provides them with conditions for imitation, games and communication. As the German educator Dostoevsky pointed out: "The art of education is not to impart skills, but to inspire, awaken and inspire." Creating teaching scenes is an art of inspiration, awakening and encouragement. Creating vivid scenes in teaching can stimulate children's enthusiasm for learning and guide them to explore actively with a positive attitude.
However, in teaching practice, it is not difficult to find that although situation creation has aroused teachers' general concern, teachers are facing many difficulties in what kind of activities they need to create situations and the methods and strategies to create situations in various fields. In some fields, teachers also use the way of creating teaching scenarios to guide related activities, but they have not conducted experimental research purposefully and planned under the guidance of theory, and have not consciously and creatively created effective teaching scenarios in the implementation of the project to improve the effect of education and teaching.
Secondly, there are some problems in the creation of teaching situations in kindergartens at present.
1, a lively and ostentatious formal scene: The teaching scene serves children's learning and should be based on their experience. If it doesn't play a good role, then the lively scene is useless and worthless. However, in some normal teaching classes or open classes that show communication, teachers try their best to design scenes, and the whole classroom teaching seems to be full of excitement. It seems that the teacher is well organized and the children are interested in learning, but there is little gain in improving the teaching effect and the children's learning experience.
2. Ineffective abuse of teaching resources: Nowadays, the frequency of using multimedia teaching methods in preschool education classroom teaching is greatly enhanced. In almost all open classes, multimedia and other auxiliary teaching media have come in handy, opening up a beautiful landscape for teaching activities with its unique charm and value. However, from some teaching practice, it is found that not all scenes in computers or scenes designed by computer media can serve teaching well.
3. False problem scenario divorced from children's experience level: In the process of cultivating children to solve learning problems, teachers ignore the application of methods and strategies. The questions designed by the teacher should not conform to the children's existing knowledge level and life experience. It is impossible to accurately locate children's experience or ignore children's experience level in teaching design; For example, are children familiar with this teaching situation? Is the problem scenario moderately difficult? Is this scene valuable? Is there anything better than this?
4. Fictional emotional scene: The situation includes not only the scene, but also the emotion. Teachers attach great importance to the design and realization of emotional goals in kindergarten teaching; However, in practice, false emotions and imaginary emotions are often deduced, which fails to realize the emotional interaction between teachers and students advocated.
Thirdly, some principles of creating effective teaching situations.
According to the characteristics that preschool education is different from other education, it determines the particularity of the creation of preschool education teaching situation. According to the goal and content of preschool education and the particularity of preschool education objects, the creation of effective teaching situations in kindergartens mainly has the following characteristics:
1, image; The essence of emphasizing the visualization of scene creation is to solve the relationship between image thinking and abstract thinking, perceptual knowledge and rational knowledge. The creation of teaching scenes advocated by preschool education should be perceptual, visible and tangible, which can effectively enrich children's perceptual knowledge and promote the transformation and sublimation from perceptual knowledge to rational knowledge. Secondly, it should be vivid and concrete, which can effectively stimulate and stimulate children's imagination and association, in line with the development level of children's thinking and the characteristics of improving pre-school training.
2. Emotional; Emotion means that the teaching situation can stimulate children's emotions. The art of teaching lies not in the ability to impart, but in inspiring, awakening and encouraging. Children are emotionally dependent on adults, environment and things, and are easily influenced by the external environment. Paying attention to emotion in the creation of teaching scenarios will be more conducive to the effective service of teaching scenarios for early childhood education and teaching.
3. There is a problem; What is valuable must be a problematic scene, which can effectively arouse children's thinking. Children are natural scientists and explorers. Their general learning characteristics are like exploring, asking questions and seeking answers. The problems in the created scene should be purposeful, adaptable and novel. "Purpose" refers to asking questions according to certain teaching objectives, which is the direction and basis of the questions and the value of the questions. "Adaptability" means that the difficulty of the problem should be suitable for the actual level of the children, so as to ensure that most children are in a state of thinking in class; "Freshness of the opposite sex" means that the design and expression of the question should be novel, strange and vivid, so that the question can really arouse children's interest.
4. interesting; Interest is the best teacher for children to learn. The creation of teaching scenes should be aimed at children's age characteristics and cognitive rules, and the starting point should be to stimulate children's interest in learning. According to the existing teaching resources, teachers should integrate the knowledge of classroom teaching into some situations that children like to see and hear, and stimulate children's desire to explore. (Story-based scenes are common scenes)
5. Life; The new curriculum calls for the scientific world to return to the life world. The essence of emphasizing the life of situation creation is to solve the relationship between the life world and the scientific world. Chen Heqin once said: Life is the best school for children. Therefore, when creating a situation, we should first pay attention to the real life of children, and discover and tap the resources of learning situations in the lively daily life environment of children. Second, we should tap and make use of children's life experience.
Fourthly, several methods to create effective teaching situations.
1, Create a competitive scene: Children like scientific experiment thinking contests because scientific experiments and thinking contests can satisfy their curiosity. When they can participate in experimental activities and conduct related competitions, they will show more interest and devote more enthusiasm. Furthermore, kindergarten teachers can create competitive teaching scenes for children when organizing operations research teaching and mathematics teaching, stimulate children's learning motivation and curiosity, arouse children's thirst for knowledge, develop creative thinking and cultivate healthy competitive consciousness.
2. Create the scene of the story: any story has a plot and theme, which not only attracts young children, but also contains some truth. Preschool children like stories/,not only because stories are interesting, but also because the content design of stories is close to children's life experience and understanding level. According to the teaching content and needs, teachers select and refine stories and apply them to classroom teaching appropriately to stimulate children's imagination and enthusiasm for thinking.
Our life is full of many interesting and novel stories and legends, which is a rich and valuable teaching resource. In classroom teaching, some story fragments can be applied to teaching in time to stimulate children's strong interest in knowledge.
3. Ingeniously use the original experience to create an "acquaintance" scene: in primary school teaching, pay special attention to the series connection of knowledge. In early childhood education, teachers are also encouraged to be based on children's knowledge and experience; However, the awareness and measures to make good use of these original knowledge and experience to learn new experiences are still very weak; Children like to be praised and affirmed; I like to show my "knowledge" in front of groups; Therefore, in classroom teaching, kindergarten teachers can skillfully set suspense and create a variety of new situations according to the relationship between old and new knowledge, so that children can transfer their original knowledge and experience to new situations, so that children can have as many opportunities as possible to use their learned knowledge and skills to solve practical problems in new situations, which is conducive to stimulating children's exploration of new knowledge.
4. Problem is the best scenario: When creating teaching scenarios, kindergarten teachers may wish to design a big problem scenario for specific class teaching according to the age characteristics of children, and constantly enrich and enhance this problem scenario in the teaching process. Teachers should design carefully with purpose, plan and level, ask questions related to teaching content, stimulate children's enthusiasm for knowledge, and introduce children into a situation related to problems.
5. Communication is a potential scene: children love to express and communicate, and they are willing to communicate in groups, which is also one of the children's development goals put forward in the syllabus. As we all know, the art of teaching is the art of language. In teaching, teachers can create specific atmosphere scenes through vivid explanations, thus stimulating the sparks of children's wisdom. Through the communication scenes created by teachers, children can listen with relish in the language atmosphere organized by teachers, broaden their horizons, develop their listening and expressing abilities, and stimulate their curiosity.
By collecting, sorting out, screening and expanding effective teaching situations, exploring the organizational strategy and role of situation creation in children's collective teaching activities, thus forming a set of scientific and practical situation creation methods, accumulating some excellent cases and enhancing relevant rational understanding is a topic worthy of consideration for every kindergarten and kindergarten teacher under the background of curriculum reform. Effective situational teaching makes education and teaching a subjective requirement for children, and makes children play a role in the created situation, which conforms to the laws of children's emotional and cognitive activities. Driven by consciousness, children are fully committed and fully active, so that children can really change from "playing a role" to "entering a role" in learning.