Using teaching tact to do a good job in early childhood education I. Several common types of teaching tact
The appearance of teaching wit often appears inadvertently. After observing many teaching activities, the author summarizes the following kinds of teaching wit, which are now expounded and analyzed respectively:
1, logical conclusion
I once saw a teacher's calculation activity "Divide the cake". All the children are very cooperative with the teacher, except a naughty boy looking around. The teacher hasn't gone in yet? Share the cake? Link sneaked to the other side in advance and tasted the cake.
At this time, after the teacher found out, he gently took the boy over and asked softly: Is the cake delicious? The child nodded. ? This cake is so delicious that we can't eat it alone. We should share it with everyone, right? The boy nodded again? There are so many children in our class, but there is only one cake. How would you divide it? These three problems not only solved the crisis, but also focused on the purpose of teaching activities. This emergency treatment method fully embodies research-based learning? Starting from children, taking children as the main body? The essential characteristics of education.
2. Open-cut plank road and secret crossing Chen Cang style
In the language activity of "square face and round face", a child said: The chair is square. ? Another child immediately got up and retorted, No, isn't the wheel under the chair round? The two children had an argument on this issue, so the activity stopped. At this time, the teaching teacher followed the words of the two children:? You are all right. The surface of the chair is square and the wheels below are round. Like many things in our life, they are not only round, but also square. They are both round and square, with a circle in the square and a square in the circle. No one can live without anyone. Please imagine, what else is round and square in life? Throw the problems back to the children. The teacher who is listening to the class applauds. The teacher skillfully turned the arguments in teaching into usable growing points, which did not affect the smooth progress of teaching, but also made the children receive subtle education, fully embodying their personal wisdom.
3. Be kind to the types of mistakes
The new curriculum teaching view holds that teaching is not only the implementation and transmission of curriculum, but also the creation and development of curriculum; Teaching is not a process of carrying out plans, teaching plans and teaching by the book, but a process of continuous survival and transformation of curriculum content, and a process of helping every child to learn effectively and develop together. Therefore, when children make mistakes, teachers should create conditions in time and skillfully induce children to recognize and correct them.
A teacher teaches the math activity "Composition of 2". The teacher asked: How many fruits does an apple and a pear add up to A child raised his hand and answered:? Three kinds of fruits. ? All the children present laughed. The teacher quickly stopped, saying, don't laugh, it's good that the child can bravely stand up and answer questions. ? Turn to the child and say: Your answer is wrong, but it is close to the correct answer. Think about it, okay? This not only helps children avoid detours, but also protects their self-esteem, which is undoubtedly the highest level of teaching wit.
Second, the strategy of cultivating teachers' personal teaching wit
Teachers' teaching wit is not innate, nor is it put in their minds before use. In other words, some knowledge and ability can be passed down, and some knowledge and ability can only be produced through personal experience and perception. Therefore, teaching tact cannot be achieved overnight. It should be gradually formed and developed by teachers in the process of learning educational theory, summing up teaching experience and participating in teaching practice. It is the performance of teachers' comprehensive use of various teaching abilities to reach a mature level, the performance of teachers' mastery of superb teaching art, and the combination of unique psychological characteristics such as teachers' keen observation, flexible thinking, decisive will and teaching skills. The author expounds the qualities that teachers should possess from several aspects:
1, knowledge literacy-persistent learning, accumulated over time.
Early childhood education involves a wide range, requiring teachers to know astronomy, geography, make the past serve the present, and have profound and extensive subject knowledge. This is the basic condition for teachers to complete their teaching tasks. At the same time, children, the objects of our teaching, live in a complex social environment, and everything around them will affect their senses and have a great impact on their physical and mental development. From this perspective, teachers can't concentrate and confine their attention to textbook knowledge, but turn a deaf ear? Outside the window? .
In addition to learning the professional knowledge of the subjects taught, you should also have a wide range of cultural literacy. At the same time, we should always pay attention to society, have keen insight into social phenomena, have rich social knowledge, and have the ability to correctly understand society and judge social phenomena.
But teachers should give feedback in a short time, and this ability is not innate, let alone dependent on teachers' free will? A brainwave? Teachers need to accumulate knowledge from all aspects. Teachers' knowledge cannot be limited to the subjects they teach. Especially in today's society, new technologies are constantly emerging, and the total amount of knowledge and information has doubled. Teachers should constantly absorb new information and broaden their knowledge horizons, as Suhomlinski said in "Suggestions for Teachers". In the ocean of your scientific knowledge, the basic knowledge you teach your children in textbooks should be just a drop in the ocean. ? Therefore, teachers should keep knowledge as constant as spring water. Only in this way can they be handy in front of the three-foot platform and reach the level of proficiency in class.
2, professionalism-in-depth teaching materials, dialogue text
Lesson preparation is the preparation for class. Only when the class is ready can we have a good class. Therefore, teachers should put more energy into studying texts and put more time and energy into preparing lessons. Do you understand? Through? Change? . Study preparation plan
First of all, we should fully ponder the difficulties in the teaching materials. As the poem "Pearl Quilt" says? The stars went down the river and bathed in the sunshine of Yin Hui. The fish is really beautiful, and the bed is covered with pearls. ? For such a poem, the teacher should fully ponder the artistic conception of the whole poem (what kind of night scene is this? );
We should also pay attention to and taste the delicacy of poetic language (what does pearl quilt mean? ), understand the meaning of the poem (why do you say that the small fish is covered with a pearl quilt? ), understand the relationship between language and emotional expression (the teacher should imagine that the light of the stars falls on the water, and the whole silver water is covered with fish, just like the quiet and beautiful picture of pearls covering the fish). On the other hand, if the understanding of poetry content stays in a half-knowledge, it is impossible to give accurate teaching feedback.
Secondly, we should think carefully about the design of each teaching link, predict in advance the problems that children may have in the learning process, and how to guide the learning difficulties, how to teach with learning, and make full preparations when preparing lessons.
It is pointed out in the outline that children should be exposed to excellent children's literature works, let them feel the richness and beauty of language, and help them deepen their experience and understanding of the works through various activities. Therefore, we should pay attention to the influence of children's literary works, the value orientation of teaching content and the unique experience of children in the learning process. Children's constant perception of literary works through various channels can initially cultivate children's literary literacy.
To sum up, classroom teaching is a dynamic comprehensive activity. Teachers' pre-class presupposition can hardly cover all aspects of teaching activities. Teachers should first attach importance to and realize the dialogue between teachers and students, fully affirm and encourage children to understand correctly and in place.