Children in the late middle class can fully appreciate and understand the meaning and artistic conception of short prose poems. So how to write a reflection on teaching in the middle class of kindergarten? Now I will share with you a reflection on teaching in the middle class of kindergarten to enjoy it. Bar.
Reflection on teaching in the middle class of kindergarten (1)
This semester I was assigned to the first class. For a teacher who has just finished teaching a large class, I always feel that the children in the middle class are somewhat lacking in self-care ability. In addition, I often hear parents complain that their children do nothing at home and cannot eat or dress by themselves. , I don’t know how to organize my own toys, etc., so I carefully arranged this lesson according to these situations.
In the activity, I first used the question method to introduce, "What will your little hands do?", which laid a good foundation for the children to imitate the children's songs in the activity, and also allowed the children to understand to your own physical growth.
I prepared the teaching aids before the activity based on the content of the children's songs, expressed the children's songs in the form of pictures, and successfully guided the children to understand and master the content of the children's songs, and easily solved the key points of the activity. Under my guidance, children can briefly describe and compare their own photos and objects during the activity, and can talk about "what they do at home." By allowing children to speak freely, the children's desire to "I want to say, I want to say" is satisfied. Then I made relevant pictures based on the content of the children's songs before class (father, mother, grandma, me, clothes, feet, table, lanterns). When I read the children's songs aloud, I showed them one by one in the order of the children's songs, so that the children could It's easy to read out the entire nursery rhyme just by looking at the picture. I also led the children to read aloud collectively during the activities, and used relay reading and single reading methods to stimulate the children's interest in reading aloud and deepen the children's memory of children's songs.
After the activity, I found that I only paid attention to the content of the children's memory poems, but ignored the imitation. It was just that I incorporated things the children could do into the children's songs, but I did not pay much attention to the teaching. The goal was not fully accomplished. I think that during the activities, children should be allowed to use the sentence pattern of "I can ____" to make bold statements, and timely based on what the children say, so that the children can naturally transfer the content of the children's songs to their own real life experience. , and naturally entered the third major step of creating children's songs. In this way, children can actively create and compose their own children's songs, allowing them to experience the joy of creation and the joy of success.
Next time when I carry out this activity, I will definitely implement teaching activities around the goals, so as to achieve better teaching results.
Reflection on Teaching in Kindergarten Middle Class (2)
"Interesting Figures" is a mathematics research activity of our middle class teaching and research group. The teaching goal is to let children perceive circles through comparison. The basic characteristics of triangles and squares can distinguish three geometric figures. Before the activity, we discussed the content of the activity. When determining this content, the teachers in the teaching and research group felt that this content was very simple. However, after analyzing the cognitive characteristics of the children in the middle class, it was found that the children in the middle class had already Although children at this stage can correctly understand circles, triangles, and squares based on superficial geometric concepts, they do not understand these shapes from the characteristics of them, but compare them with familiar objects in their daily lives. Therefore, we finally determined the activity "Interesting Graphics" to allow children to become interested in graphics during game exploration, and to perceive the different characteristics of different graphics through observation, comparison, imagination, hands-on, etc.
In addition to allowing children to perceive graphic features, the purpose of this activity is to explore the effectiveness of classroom application of two different introduction methods in the same teaching content. Therefore, after the two teachers basically determined the activity process, they focused on the design of the introduction link. For the two activities, we used two introduction methods respectively: one is direct introduction of physical objects. The teacher shows the magic bag to arouse the children's interest, and then lets the children touch it and initially perceive the three types of objects through the difference in shape. Basic characteristics of graphics. The other is the introduction of finger games and magic. The teacher conjures three shapes through magic, and then perceives the basic characteristics of the three shapes through comparison with the real objects. During the teaching process, we found that two different introduction methods can arouse children's interest in activities, but the game method is mysterious and has a better connection with the following links, so it can mobilize children's emotions faster. Stimulate children's interest in learning.
Children’s participation in both activities was high, but many problems also occurred during the activities. Although we carefully considered the target positioning of this content before the activity, but after After the activity, we found that the other links we set were still too simple and did not truly achieve the goal of the activity. In the last link, when the children looked for the three shapes around them, their perception of squares deviated. The teachers in the teaching and research group also reported this problem to our teaching teachers after listening to the class. In response to this problem, I reflected on my own activities.
According to the goal of the activity, in addition to using games to let children perceive the characteristics of graphics, teachers must also let children use language to describe the characteristics of graphics during recognition, and consolidate children's understanding of the basic characteristics of graphics through multiple descriptions. For example: triangle: three corners and three sides; circle: no corners, round; square: four sides are the same length and four corners are the same size: When the teacher correctly describes the characteristics of the figure to the children, let the children also describe it and search for the figures many times. , describe graphics to recognize graphic features. In this way, there may be no deviation in graphic distinction in the final stage, and the activity goals will be better achieved.
A teaching and research group’s lesson study activity, from the selection and determination of content to teaching, from the lesson study to reflection after the activity, gave the teacher a lot of inspiration. Timely reflection and summary will make you gain more. many.
Reflection on teaching in the middle class of kindergarten (3)
Reflection after class on the language activity "Little Tukeng" in the middle class
In this activity, I designed This is the language activity "Little Tukeng" for the middle class. The goals of the activity are three points: 1. Learn to read, be able to understand the meaning of the pictures, and make simple narrations based on the meanings of the pictures. 2. Understand the content of the story, have a preliminary understanding of the interesting phenomenon of images on the water surface, and try to perform the story. 3. Improve children’s reading ability and language expression ability. When designing the plan, I raised questions that needed to be explored during the activity based on the learning characteristics of my class, namely: How to combine story teaching to improve the development of children's reading ability? After the activity, I focused on the questions raised based on the situation during the activity. Reflect on the following.
1. Grasp the children’s reading time and adjust the form.
In the first part of the activity, my default content is to let the children read and tell stories. During the implementation process, I left less time for the children, so many children did not have the opportunity to tell. It can be seen from the analysis of the situation that there is a gap in the learning level between young children. Teachers should take into account the existing gaps among young children during the guidance process and make corresponding adjustments to strategies, that is, formal adjustments can be made to ensure that each child Each child has the opportunity to speak. Let the child who understands the picture first speak on his own, and then the children who understand the picture speak in a group or the children at the same speed speak to each other. With such a mutual coordination process, it is possible to improve Children's learning efficiency has improved.
2. The consistent relationship between goal setting and program design.
During the activity, the question I raised was "How to combine story teaching to improve the development of children's reading ability?", and when designing the activity plan, I set goals based on the problem, but judging from the situation of the activity , most of the designed links are relatively traditional, and the "reading" requirements to be reflected are not clearly expressed. The weight of "reading" is not as important as the weight of "performance". Therefore, based on this situation, I try to design During the link, you need to reach an agreement with the goal setting. For example, you can try to adjust the link like this: after the children read for the first time, you can arrange the content of the children's performance. After the children pass the performance, they can accumulate more language experience, and then the teacher can Arrange children's reading activities and focus on guiding children's reading order. Through such an adjustment, it may be more relevant to the goal and help solve the problem.
activities, I tried new teaching methods, and the attempts I made were more in line with the learning level of the children in my class. Therefore, in future story teaching, I will use this teaching model again, and based on what I learned in this activity Problems that arise will be adjusted and improved.
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