Reflection on the Dragon Boat Festival activities in the middle class
May 5th is the Dragon Boat Festival. Insert mugwort leaves and bring sachets. Eat rice dumplings and sprinkle with sugar. The dragon boat was launched into the water and was filled with joy. Whenever I hear this song, I will think of the Dragon Boat Festival. Here is a reflection on the Dragon Boat Festival activities of the middle class for your reference.
Chapter 1: Reflection on the Dragon Boat Festival activities of the middle class
Because the kindergarten I work in is in a rural area, the children I teach have poor knowledge compared with children who grew up in cities. It is relatively poor in all aspects. Out of thoughts on this aspect, before I taught the "Dragon Boat Festival" activity, I conducted a simple survey on children's understanding of the "Dragon Boat Festival" and found that the children knew nothing about this festival.
In response to the investigation, in order to make a good preparation for organizing the "Dragon Boat Festival" activity and the upcoming Dragon Boat Festival, I chose to teach the children's song "Dragon Boat Festival" in the activity book first, so that Young children know something about this holiday. During the activity, I explained every proper word in the children's songs as vividly as possible, so that the children could master the content of the children's songs proficiently. During the Dragon Boat Festival holiday, I gave the children a homework assignment: carefully observe and remember what they saw and heard during the Dragon Boat Festival and the activities related to the festival, and share it with teachers and other children after school started.
Just after the Dragon Boat Festival, I found that the children were all gathered together and chatting enthusiastically about eating rice dumplings and racing dragon boats. I felt happy. It seemed that the topic of the Dragon Boat Festival had aroused the children's interest. Attention. After arriving at the park in the afternoon, the "Dragon Boat Festival" activities officially started. ?What did you see during the Dragon Boat Festival? What did you play? At the beginning, some children raised their hands and told me? During the Dragon Boat Festival, my uncle and his family came to my house for dinner. My mother and grandmother made rice dumplings together, and I ate a lot. ?'There is mugwort stuck on the door of my house. "'I saw the dragon boat on TV at home? I said? What does it look like?" "I'll do it? I'll do it," the children eagerly answered. ?What else did you see? I asked. 'They were racing dragon boats. They were doing this and this (making paddle movements with their hands) while shouting, "Come on! Come on?" One child was busy gesticulating. Now the other children couldn't hold back, and some joined in. There was a mighty procession of "dragon boating", and some became cheerleaders and shouted "come on". The class suddenly seemed to explode. Looking at the excited faces of the children, I decided to cancel the original conversation plan and play a 'Dragon Boat Racing Game'!
Through this 'Dragon Boat Racing' activity, I deeply felt Activities generated based on children's interests are the most popular among children, and allowing children to experience activity scenarios can best stimulate children's potential for independent learning. First of all, I found that the children spontaneously talked about the experience of dragon boat racing. This was their interest. The active emotions among them could not be mobilized by any preset activities by teachers, but how to guide them in an appropriate way to sort them out? How about sharing my own experience and sharing the experience of others, so as to obtain a real and beautiful emotional experience? I chose to carry out the "Dragon Boat Race" activity so that the children are always in a real activity situation. In such a situation, children can actively interact with people and things, constantly discover problems, and actively explore ways to solve problems, which invisibly promotes the development of children's minds. In this activity, the children's development of concentration, persistence, cooperation and coordination abilities were very outstanding. I think this is inseparable from the children's independent exploration and self-feeling experience in the activity situation. Chapter 2: Reflection on the Dragon Boat Festival activity of the middle class
Because the computer in the multimedia room in the park was not very responsive, I was not able to operate it myself during the activity, and other teachers helped to play it. We must continue to learn and improve in this regard in the future.
I often use the following educational methods in social education activities: Practical exercise method: This is a typical learning-by-doing method. For example, content such as "Little Life on Duty" and "I Can Fold Clothes" can all be carried out through practical exercises. Visiting method: In teaching activities, I often organize children to visit places inside or outside the park. For example: "The Elementary School in My Heart", "Little Post Office", "Barber Shop", "Special Staff", etc. can all be visited. The use of the visiting method allows children to be immersed in the scene, hear and see, get in touch with society, and receive education. Scenario performance method: For example, to judge whether some behavioral habits are right or wrong, children in the upper class are often asked to perform scenario performances, so that the children can make correct judgments through scenario reproduction. Explanation method: For example, "Special Purpose Numbers", explain the uses of three types of numbers to children through explanations, so that children can understand the rules and their meanings. In addition, I often tell stories and learn children's songs to help children understand some traditional national culture and behavioral rules; through performances, I build children's self-confidence; through conversations and discussions, I inspire children to summarize their existing life experiences and enrich their lives. social cognition. Of course, these methods do not exist alone, but can be used in flexible combinations according to teaching requirements, so as to avoid empty preaching and achieve the best teaching effect.
The activity models that I often use in social education activities include: role-playing teaching model, practical practice teaching model, life perception teaching model, etc.
Chapter 3: Reflection on the Dragon Boat Festival activities for the middle class
"The Origin of the Dragon Boat Festival" mainly tells the touching story of Qu Yuan. He was patriotic, talented, and deeply loved by the people. However, the King of Chu listened to other people's slander and exiled Qu Yuan to a far away place and no longer used him in any important way. Later, the Chu State was occupied by the Qin State. He felt that there was no way to serve the country. In great grief and anger, he committed suicide by throwing himself into the Miluo River with stones in his arms. When people heard the news, they all rushed to the riverside to call for fish, throw food into the river, and pour realgar wine, hoping that Qu Yuan's body would not be harmed by fish and shrimp. Because that day happened to be the fifth day of May, from then on, every year on the fifth day of May, in order to commemorate Qu Yuan, people would throw rice dumplings into the river.
When I was doing this teaching activity, I felt that the plot of the story was a bit profound for middle class children, and I was afraid that it would not attract the children’s attention. Therefore, I adopted the questioning teaching method, allowing the children to ask corresponding questions while looking at the pictures. Through the teaching activities of this class, I think there are several points worthy of reflection:
1. There are too many questions designed by myself, which appear disorganized.
Since I decided to ask questions to the children, I designed many questions: For example? What are the customs of the Dragon Boat Festival? What kind of person was Qu Yuan? Why did he commit suicide by throwing himself into the river? What happened to people after he threw himself into the river? What did you do? Why did you throw rice dumplings into the river later? When designing these issues, I also considered too many problems, but I couldn't think of a better design. During the teaching, I only focused on the content of the story and wanted the children to understand the meaning of the story, but ignored the age characteristics of the children. Thinking about it now, it would be better to simplify the problem and let the children look at the pictures and discuss their opinions on their own, which would be more likely to arouse children's interest in the story.
2. The classroom atmosphere is not active enough.
The content of the story is a bit profound, and the children are a little impatient when they hear it for the first time, not to mention that the teacher has designed so many questions. When I asked the children to answer, I found that the number of children raising their hands to speak was much less than when they usually read fairy tales. Clearly, my questions did not pique the toddler's interest. In group teaching activities, if children are no longer interested in the teaching content, then this is a lack of preparation by the teacher, and it can also be said to be a failed course. I will pay more attention to this in similar teaching activities in the future.
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