On the narrative mode of kindergarten education 1 This is a middle-class protagonist's game activity. The teacher brought the children game materials such as doll house, hospital, bank and supermarket. And ask them to take turns to choose activity materials according to the usual practice (for example, the first group of children chooses first on Monday, the second group of children chooses first on Tuesday, and so on), and play games freely in partnership. Most children are in high spirits and cooperate well.
Swipe the card too fast, please swipe it again. A tenor caught the teacher's attention.
"Teacher, teacher, Hu won't let me get on the bus." Xiaoxiao pursed her mouth and complained.
"Teacher, he swiped the card too fast." Hu is very confident.
Teacher, I don't brush fast. I hear' beep'. A little face full of grievances.
The teacher went over and said with a smile, "Your unmanned ticketing car is really beautiful! How do you play? Who will teach me? " Several children competed for the performance.
"This credit card machine sounds really nice!"
"This action is great!"
One by one, the children got on the bus and swiped their cards. Xiaoxiao soon forgot his unhappiness just now and smiled on his face.
"Besides beeping, what sound does the credit card reader sometimes make? Why?"
"What should we do when we hear' swipe your card too fast, please swipe it again'?
At the end of the activity, the teacher also specially praised several children who played "unmanned ticketing cars" for their brains.
analyse
The "Guidelines for Kindergarten Education (Trial)" points out that "the space, facilities, activity materials and routine requirements of kindergartens should be conducive to triggering and supporting children's games and various exploration activities, and to triggering and supporting children's intentional interaction with the surrounding environment." The protagonist game is an activity that children reflect real life through imitation and imagination, and it is also a favorite game for children. In this activity, the teacher preset theme games such as doll's house and hospital. For children, children can freely choose their own games according to the routines of game activities. Obviously, such an organization is not only conducive to the formation of a good order, but also meets the reasonable needs of young children, takes care of individual differences, reduces the waiting phenomenon, and embodies.
Children's theme *. Personality is that with the development of the game plot, children independently generated the theme of "unmanned ticketing car". After the dispute over rules, the teacher's calm and guiding measures are commendable. In response to the complaint, the teacher did not immediately judge who was right or wrong as a "referee", but listened patiently, understood the children's thoughts and feelings, participated in the children's games with appreciation, and guided them to agree with the rules of the game and continue the game. Not only played down the contradiction, but also pushed the game to a climax and mobilized the children's intention to participate in the activities. The short comments at the end are also of great benefit to stimulate children's innovative consciousness. If this activity is a window, then through this window, we can easily find that the teacher's educational ideas, educational wit and educational methods are worth learning and studying.
Kindergarten education narrative model essay 2 bibcock does not cry
I haven't seen the faucet shed tears for a long time. I am happy for the children, because they have learned to cherish water resources.
The children in my class often leave the tap on after washing their hands, which makes me nervous. I don't know how many ways I have tried to make children form the good habit of saving water: reasoning, criticizing and educating, and supervising each other, but nothing has improved. Until one time, a child in the class accidentally fell down and cried very sadly. A child said, "Yu Xin, why are you crying like turning on the tap?" One sentence gave me great enlightenment.
I asked the children, "Children, why do you think Yu Xin is crying?" "Because he fell and it hurt." "Because all the children laughed at her, no one helped her." "Do you think it is good for children to do this?" "no"! Everyone said with one voice. I smiled and continued to say to them, "There is a' kid' in our class who often cries because other kids ignore him.". Everyone looked at each other. Still impatient; " Teacher, who are you talking about? ""Do you want to understand? "I asked later." Yes, ""Then I'll show you around. " Everyone curiously followed me to the bathroom. That's it. I pointed to the tap and said. Everyone is confused by my behavior. Ying Si is an elf: "Teacher, do you mean that if the children don't turn off the tap, they will cry?" I nodded and said, "Are our children willing to help it?" "yes. The children answered in unison, and I smiled happily.
From then on, the faucet no longer shed "tears".
On the narrative mode of kindergarten education: when games can't be played.
In the middle class, I introduced the folk game of throwing sandbags into sports activities. Because this game can not only train children's throwing ability, hand-eye coordination ability and flexible dodge ability, but also promote the development of children's communication ability and cooperation ability. Before the activity, I was afraid that too many children would be at a loss because of inconvenient grouping. I temporarily stipulate that children should participate in games in groups of four to reduce the difficulty for children to find game partners. I also vividly introduced the main rules of the game to the children with animated icons: the game is divided into two groups, one is throwing sandbags, and the other is hiding sandbags. The throwing party stands at both ends of the field and aims at the sandbags thrown by the children in the field. The hiding party can run freely in the field to avoid sandbags. Once someone on the hiding side is hit, the two sides will switch roles.
Why can't the game be played?
The game started. You came and I threw sandbags on the ground. The children were very excited. You can take a closer look, but there are many problems: some children who have lost sandbags pick them up and throw them aimlessly, making them fly far away from the venue; Have a plenty of heavy fall to the ground; Some people don't know how to pick up sandbags quickly when they see sandbags thrown by their companions, but pick them up slowly or wait for hidden children to retreat to the other end; Sometimes sandbags fly far away, but no one picks them up. Some children hiding from sandbags are running around in the middle of the field, and I don't know which direction the sandbags are thrown from; Some stood in the center of the venue without a sense of crisis, watching sandbags "fly" in front of them like outsiders; Some hide at the end of the field, and when sandbags are thrown, it is often too late to turn around. Soon, the excitement of the children at the beginning of the game disappeared, and finally they simply gave up the game and played by themselves. The first sandbag throwing competition ended in failure.
Judging from the children's performance, they don't seem to understand the rules of the game, but when asked, they make it clear. Is it because the game is too difficult and the requirements for children's actions are higher than the actual level, so the interest is finally replaced by the frustration of not reaching the game level? What do children think? In order to understand why children give up playing games, I organized a discussion.
Teacher: Why don't you like throwing sandbags?
Li: I'm afraid the sandbag will hurt when it hits me.
Teacher: Then why doesn't it hurt to hit you?
Mao: It doesn't hurt if you throw paper or cloth on your body. (Some say cotton is ok; Some people say balloons can be used. They are also light and won't hurt people. )
Teacher: Well, it doesn't hurt to throw something lighter, right?
Xiao: Yes, they threw sandbags so hard that they flew over at once. I feel horrible.
Teacher: Oh, not only light, but also slow sandbags.
Macro: Yes, sandbags are thrown too fast. It's very troublesome to pick them up. (Some say that sandbags are too small to see if they have been thrown out; Some people say that you need something bigger to see clearly; Some added that a little bigger is enough, as big as a ball. It's too big to carry. )
Teacher: I see. We should throw something lighter, slower and bigger than sandbags. Then what do you think is good to throw?
I suggest that children find all the materials they think are suitable, and then carry out the exploration activity of "Who can hit me" to try which material is the best. Finally, the children agreed that it was better to play "bowling" than "throwing sandbags". They think that the speed of the ball is easy to control, easy to see, and it doesn't hurt even if it touches the body when rolling. So, I asked the children to replace sandbags with balls and throw them with rolling, trying to transform the game of throwing sandbags.
After the "revision", the game is getting better and better, and a new game has begun. Yu Hao was going to roll the ball, but he observed Wen Lin's position and rolled the ball towards her. Kaifeng sees the ball rolling, catches it steadily and rolls back. The ball rolled slowly and quickly in the field, and the children in the center of the field stared at the rolling ball nervously and intently, running and jumping to avoid it in a wide range, and from time to time gave out happy exclamations.
But gradually, when the ball rolls again, the child in the middle will run away in a flash, and the child who rolls the ball will never hit the target again. Yu Hao was discouraged. He said, "I'm not coming." The game for four can't continue because he gave up. The other three children who want to continue the game joined the happy group under the guidance of the teacher. Unexpectedly, their participation enlivened the game atmosphere of this group. Because there are five children in the middle, when the ball comes, they will jump up or run away at the same time, which adds to the lively atmosphere. There are more people, and there is less room for everyone to avoid, so children are often hit. The children happily changed their roles of throwing and hiding, and the lively game scene attracted many onlookers.
Because the game materials and methods are put forward by the children themselves, let them feel more sense of ownership in the game and be more interested in playing. Objectively, you can see the bigger ball clearly, and the rolling speed of the ball is obviously slower than that of the sandbag thrown out, which is convenient for children to judge the direction and avoid it in time. The "modified version" game is obviously closer to the actual level of children than before. However, with the improvement of children's dodge level, the probability of being hit is getting smaller and smaller, which leads to dull and exhausted games. The unintentional increase in the number of people enhances the lively atmosphere of the game, increases the number of targets and the probability of being hit, and effectively stimulates the children's happy mood and active participation. So, in later competitions, I lifted the number limit and let the children walk freely with each other. The rule is adjusted to: whoever is hit will roll the ball.
Cheating-children like to be beaten.
The child who should have dodged the ball rushed to the ball roller today, hoping to be hit. The bowler hit them easily. The child who was hit shouted happily, "I touched it, it's my turn to roll the ball." This phenomenon caught my attention. After a while, some children also found the problem. Huang Xun said, "What are you all doing in front of me? Take a step back. " Yu Wei said, "I want to be beaten by you." Linlin said, "I want to be a bowling ball." Huang Xun held the ball and said, "Go back, or I won't roll!" "Don't take part in the competition unless you go out." The children quarreled about it. I went up to them and asked, "Everyone wants to roll the ball. What kind of person do you think can roll the ball? " "Have fun." I asked again, "What is a good time?" After some discussion, the children agreed that the children who were hit should stop playing games, and those who were not hit should play well and go bowling. At this time, Wen Qi raised an objection: "There are only two balls. How to choose so many middlemen? " Some said, "Hit the remaining two people." But some people disagree: "So many people, how long will it take?" The child was lost in thought. I encourage them to think about the good methods in the games they play. The children think of "hammer, scissors, cloth", "palm" and "point feet", and I agree with them to play according to their own ideas.
Young children want to be the center of the game. The fewer people do, the more important they are, and they are willing to rotate their roles to play games. This makes them want to be a few bowling balls after playing. If you still follow the original rules, the game will not run normally. I patiently waited for the children to have enough experience and understanding of the existing problems, and asked questions when they needed help most. By guiding questions, I let the children come up with new rules of the game-"Only those who play well can roll the ball" and "Only those who are not hit can play well can roll the ball", which put the game on the right track. Playfulness is due to children's "weird tricks".
Lin Jie and Susan tacitly rolled the ball to chase the children in the middle. After rolling for a while, Lin Jie stood up, threw the ball out with both hands and shouted, "Fly the ball into the air." After a while, I threw the ball to the ground and let it bounce and hit my companion in the middle. The changeable ball excites the children on the court. They squatted, jumped or sideways happily, and dodged the ball flexibly in various ways. At this time, Susan was inspired. She glanced around, picked up a sun hat next to her and threw it like a frisbee. Seeing this, I immediately moved some sports equipment from the equipment room and put it around the venue. Momo's kids found it first. He went to the basket and took out a frisbee. The children in Xiaojie group chose skipping rope, and one end of the rope shook to the companion in the middle; Team Liu took two big pompoms and threw them for a while at the same time, then took turns throwing them out ... The children who were hiding also had rich movements, sometimes jumping, sometimes hiding, sometimes squatting, sometimes running sideways ... The game was coming to an end, but the children were in high spirits, still wanting more, and said happily, "I am so happy today, we will play like this next time."
As children are familiar with the game, the initial novelty will disappear, and they will turn to the exploration stage of diversity. At this time, children are likely to show some seemingly illegal practices, but they often contain the seeds of complex game behavior, which is the best time for teachers to promote games. I didn't rashly object to Lin Jie. I didn't spend a minute watching and waiting for the chance to push the game to a new climax.
Reflection: How to make games develop with children?
No matter how comprehensive the teacher's presupposition of the game is before the game, it is impossible to fully predict the dynamic development of the child, which requires the teacher to pay more attention to the child's interest, experience and performance in the activity, and guide the child to constantly adjust. Only by dynamically promoting games, children will like games more and more, and games will really promote their development.
1. When children don't like games, teachers should be obedient.
Shun, that is, in line with the child's reasonable behavior. When I found that my children didn't like games, I didn't adjust the games according to my own ideas or force them to continue playing. It is to understand the real reason why children give up the game, conform to their ideas and give them the right to adjust the game. When children use the new materials and methods they have found, instead of throwing sandbags, the games I preset will really be transformed into games that are more suitable for children. Shun, give children more freedom.
2. Children have ideas, and teachers should "enlighten".
Enlightenment, that is, through inspiration and guidance, enables children to gain a clearer understanding. When I was looking for suitable materials, through inspiration and induction, the scattered views of children gradually became clear-the materials should be light, "run" slowly, and be bigger than sandbags; The following open-ended question "What do you think is a good way to throw?" The follow-up exploration activities of "Who can hit me", which do not directly tell children the answer, can inspire them to pay attention to the specific material, not only let children know the material, but also strengthen their understanding of the rules of the game.
When the game deviates from the right track, the teacher should "guide"
Guide, that is, guide the behavior that violates the value of the game to the right track. When the child struggles to be hit by the ball, the game deviates from its original trajectory and its original value. When the children realized this problem, I triggered the children's thinking and controversy through the question of "how to play well", which prompted the children to discuss again, find more suitable rules, solve the problem, and effectively guide the game back to a meaningful track.
4. When children have new behaviors, teachers should "push".
Push, that is, discover the value of children's new distinctive behavior and promote the development of the game. Children's sudden new behaviors in games are often new needs and new interest tendencies in line with their development level. In the game activities, I accepted Lin Jie's unconscious behavior of "flying the ball into the air", and keenly captured the significance of this unconscious behavior, provided timely support, stimulated other children's conscious creative behavior, successfully promoted the new development of the game, and finally pushed the game to an ideal realm.
Games are the best learning for children. I am very happy that children and games develop together in the happy "throwing sandbags" game.
Yan Yan is a new child in our class this semester. She has moved to nanqiao town. In other words, she has to deal not only with new classes and new children, but also with the new environment and new language around her new home. At the beginning of school, Yan Yan's grandmother greeted me and expressed her concern: the child has poor self-care potential, little contact with the outside world, and is rather shy and introverted. She is very familiar with her, and her cousin who agreed to come to the new class finally put it down, which made her "you lied to me!" I feel that she is afraid that her granddaughter can't adapt to kindergarten life. Knowing this situation, I took this child as the focus of my work at the beginning of school.
At the beginning of school, Yan Yan adopted a completely exclusive attitude towards the life of the new masses: she refused to come to the garden, crying and shouting every morning, holding her grandmother's hand; She refused to participate in the game; Even refused to eat, always shouting, "Grandma has cooked the meal, and my sister wants to go home for dinner." During the period, my parents were also extremely worried and sent my grandmother to visit.
In the afternoon, Yanyan refused to take a nap, preferring to stand. However, she didn't refuse me, so I took her to the toilet and let her rest on me. For such a sensitive and delicate child, my initial countermeasure is "conformity". I hope that after she is familiar with the new environment, she can independently understand the rules of the new environment and people's lives. However, several days passed without success. She still refuses to stay away from everyone like everyone else and never take part in group activities. Discuss and exchange the situation of Yanyan with grandma. Grandma said, as long as you don't cry, you can do whatever you want. At the beginning, I also agreed with my parents that stabilizing emotions is the key. However, her activities began to infect some children. Hao Bo, Xiaolan and Chen Yi, who don't like to eat, saw me accommodating Yan Yan and took the opportunity to ask: Teacher, I don't want to eat this dish; I don't like the soup ... one day when I was nursing, I was in a hurry to clean up because a child knocked over the soup, so I ordered Yan Yan to say, "Eat it yourself next, and don't cry any more." Because of her serious tone, I was worried about whether she would cry, but when I came over, I found that she really stopped crying and was eating by herself. This situation gives me confidence. I began to change my educational strategy.
First, I began to come to the park happily. After contacting my parents, my parents and I asked her to come to the park in the morning and let my grandmother play with her for half an hour. If her grandmother cried when she left, she would not be allowed to accompany her the next day even if she cried badly. If she didn't cry after grandma left, and she could move with everyone after grandma left, then grandma was allowed to continue to accompany her the next day. At first, Yan Yan was still crying when her grandmother left. I did not compromise. As soon as her grandmother came into the classroom the next day after crying, I resolutely let her grandmother go home. I observed that when she came to the park in the next few days, her mood fluctuated a little, but she didn't cry. After that, her mood was basically normal, and she didn't refuse to resist my request. I rewarded and praised her. In the next few days, I gradually asked to leave my grandmother's company and go to school slowly and happily. With the gradual implementation of the requirements. Yan Yan began to understand the new environment. With the help of the teacher's guidance and necessary requirements, she began to play with the children, and gradually began to have a smile on her face.
After the National Day holiday, I was worried that Yan Yan would feel strange to the environment and teachers again and would not come to the garden again, but it turned out that my worry was residual. Yan Yan came to the garden early, waved her little hand happily and told her grandmother to go back quickly, and then went to play with several good friends Jia Yi and Yi Ning. Grandma reflected that her mother was still on holiday this day and told her to stay at home for another day, but she insisted on coming to the garden because she said, "The teacher will wait for me."
Parents are amazed at the changes of their children, consciously stop going to the park, and their children's mood is very stable. This shows that the corresponding strategies of teachers have achieved results.
Narrative model essay on kindergarten education 5. Family mobilization
Time flies, and in a blink of an eye, it has been two months since school started. As a worker, I think I get along well with the babies in the nursery. In this month, the babies have made great progress and I have gained a lot of laughter.
One day, after doing morning exercises, we organized the baby to play in the classroom. I think children should be interested in animals, so we began to teach them to learn animal cards. The babies in our class are all over two years old, and all belong to tigers. The first thing I took out was a picture of a tiger. I said, "babies, you are tigers, a group of little tigers, haha." As soon as the voice fell, Nuo Nuo said, "Teacher, I am a big tiger." I was curious that Nuo Nuo understood the zodiac so quickly, so I asked who told you. Nuo Nuo said, "My grandfather told me." I then asked, "Do you still understand what other people in the family do?" The next answer made the deputy head teacher and I laugh from ear to ear. Nuo Nuo said, "My grandfather was an elephant with a big nose. My grandmother is a long-haired lion. Mom is a rooster and gets up early ... "This is, not only the zodiac of Nuo Nuo's family was made public, but other children also responded in succession, and the zodiac of mom and dad, uncles and aunts ... all blurted out. In a flash, I felt that the atmosphere was very harmonious and I couldn't bear to interrupt their childish words, so an interesting topic of "home always moves" ended.
I feel very happy in my heart. At the moment, the baby not only has the superb skill of teaching others how to teach an axe, but also has the superb skill of replacing trees with flowers. Therefore, I think that children will not only learn things, but also exercise their imagination as long as they carefully guide and correctly understand some common sense in the future.
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