Teaching reflections on "Spring"
This activity is a language activity in the theme "Four Seasons". After three years of accumulation of experience in kindergarten, children have learned about the characteristics of each season. With a general understanding, I especially like spring. In the words of a child: "I like spring because spring is the most beautiful." The poem "Spring" is a poem with a beautiful rhythm. The poem not only has beautiful colors, but also dynamic elements. beautiful. Taking spring as a clue, the spring scenery, animals and characters are connected together to form a beautiful, lively and dynamic spring.
In order to allow children to truly feel the beautiful artistic conception in the prose, I let the children watch pictures of spring before class. In the first part of the activity, I asked: "Do you like spring? Why?" "I like spring because there is beauty in spring." "I like spring because there are many beautiful flowers in spring." "I like spring because the grass and trees have turned green."... The children all rushed to answer.
In order to help children perceive the content of the poem, I designed the following questions: "What kind of book is Spring? What is in the book?" "Spring is not only a book that makes people laugh, but also a book that makes people laugh. "What kind of book is Spring? Who is singing?" The children answered the first and third questions very positively, but for the second question "Who laughed?", the children all answered "Spring laughed." I reflected for a moment and realized that maybe there was something wrong with my question. If I asked it this way, the children would definitely understand the intention of my question: "In addition to being a laughing book, what kind of book is Spring? Who is in the book?" ? Who is laughing?” So the teacher’s question should be clear.
To help understand this form of artistic expression, I discussed with my children; "Why is spring a colorful book? (A book that laughs, a book that sings?) My intention is to encourage Children express their thoughts. In this link, only children who are usually strong in language expression dare to express their thoughts boldly. For some timid and shy children, there is still no opportunity to express because there is only so much time in one class. , for these children, there is no spare time to wait, which is also a problem for me.
In order to allow the children to complete the imitation task, I added a self-made short book to guide the children to use it simply. Three distinctive pictures are drawn for the poem in the form of simple, clear and vivid sketches, which not only stimulates children's interest in learning, but also facilitates children to imitate the poem by using the recorded icons.