Story teaching is an indispensable part of kindergarten education. It can not only give good moral education to children, improve their language expression ability, but also enrich their knowledge and cultivate their interest in learning. For children in large classes, stories can also help children accumulate certain vocabulary and play a great role in improving their language ability in an all-round way. Therefore, teachers should grasp the key experience of children in large classes, that is, choose children's favorite stories and use appropriate guiding strategies to help children appreciate stories, understand stories and express their thoughts, so as to realize the core value of story teaching. Key words: story teaching in large classes: It is children's nature to love telling stories, which is the most acceptable art form for children. Children in large classes are at the critical stage of young convergence, and stories can satisfy their thirst for knowledge and curiosity. For teachers, how to guide children to listen to stories carefully, understand stories and express their ideas in complete language is a problem that cannot be ignored. First, grasp the key experience of large class children and choose the appropriate story. It is clearly pointed out in the syllabus that the key experiences of stories and fairy tales in the language field of large classes are: contact with excellent stories and fairy tales of various themes and forms, being willing to appreciate and tell the content of the works, feeling and understanding the twists and turns of the plot, the psychological and emotional changes of the characters, and the author's rich imagination; Romantic color of the work. Children are willing to retell, tell and perform stories and fairy tales. In addition, judging from the length of the story, the story used in classroom teaching should not be too long, because children are in a state of tension and excitement when listening to the story, and the time for concentration is very limited. Children in large classes only have about 15 minutes. Too long stories will make children very tired and lose the excitement of listening. Only children like stories with prominent plots. As Andrew Wright, a British educator, said, long stories are taboo in story teaching, especially stories used in story teaching. Therefore, in view of the key experience of large class children, we should pay attention to choosing a clear theme when selecting materials; The plot twists and turns; Can describe the story of certain psychological activities, especially focus on understanding the psychological and personality characteristics of the characters. Such as Waiting for Tomorrow, Snow White, Old Wolf's Plastic Surgery, Guess how much I love you, Golden Rooster, Fat Sister-in-law, Bear Treat, etc. Second, carefully analyze the story and prepare for the experience. After choosing a good story, teachers should make a comprehensive analysis of the story, find out the key words and sentences that affect children's understanding of the story, and enrich children's early experience. According to the age characteristics of children in large classes, nouns and verbs are no longer difficult to understand, but it is difficult to grasp and understand adjectives. For example, in the story "Golden Cockcomb", the child is dark, towering and anxious, which is difficult to understand when he first comes into contact. Before the activity, let the children get familiar with and understand these adjectives with the help of pictures of mountains and rivers, so as to pave the way for the children to hear and understand the story smoothly. For another example, there is a sentence in the story Waiting for Tomorrow, "Isn't today the tomorrow you said yesterday?" This sentence is difficult for children to understand, so before the activity, I introduced "Yesterday", "Today" and "Tomorrow" as three good friends to children and played the game of "Guess who this is". In the game, children have a good understanding of the relationship between these three words, and it is easy to understand this sentence when listening to stories. Thirdly, around the core values, the design of story teaching activities is the key to story teaching. "Listening to stories" in language teaching environment is different from "listening to stories" as entertainment, which is mainly used for "listening" or "fun" and has no other purpose. The former is mainly "entertainment", while "education" is the purpose. Activities around stories are the way to achieve this goal. First of all, we should make clear the core value of story teaching: listening-understanding-expression. Teachers should grasp the core values to organize and design story teaching. Listening: Listening is the only way for children to get in touch with and be familiar with stories. Therefore, teachers should grasp the time of children's effective attention, create certain situations for children, and stimulate children's desire to listen. A big tree, a house and a few simple props can create a story-related situation such as a forest and bring children into the story. Before listening to the story, the teacher can also ask a question, so that children can listen purposefully and improve the purpose of the Qing court. For example, when teaching the story "Guess how much I love you", I used a rabbit doll to attract children's attention and arouse their desire to listen to the story, and asked, "The rabbit is going to sleep. It asked the rabbit father a question. Do you know what the problem is? " With the smooth transition from asking questions to listening for the first time, children have a stronger desire to listen to stories with questions and doubts. In addition, when children are listening to stories, teachers should use teaching AIDS correctly and appropriately. For the first time, teachers can use the main image dolls in the story, such as the rabbit in Guess How I Love You and the old wolf doll in Old Wolf Plastic Surgery, to attract children's attention and help them get familiar with the story. When listening for the second time, the teacher can use the background pictures reflecting the story and the pictures of the characters in the story to let the children feel the story as a whole and understand the content of the story; When listening for the third time, the teacher can change it into an operable cable-drawing teaching aid and a plug-in teaching aid. Every time you listen, the teacher gives the children different visual feelings with different forms of materials, so that the children have freshness and high emotions every time they listen. In addition, when a child listens to a story for the first time, the teacher should take his own way of telling the story and infect the child with words and expressions. Teachers can also do corresponding actions when speaking, and the use of body language can enhance the appeal of the story and improve the understanding of the story. Understanding: In order to help children understand stories and improve related experiences, asking questions is an essential link. Therefore, teachers should make clear the purpose of each question, so that the questions should be targeted, progressive and individual differences. After listening for the first time, the teacher can ask questions according to the name and characters of the story; After listening for the second time, the teacher can ask some detailed questions, pay attention to questions, and improve the progressiveness of questions. For children with weak ability, teachers can ask simple and direct questions to help children sort out their self-confidence; For children with strong ability, teachers can use questions to guide children to think and refine according to their original experience. Rich vocabulary before the activity, and proper words that can't be understood in the story can remove obstacles for children to understand the story. Expression: On the basis of understanding, teachers can design expression activities for children. Story teaching in large classes often involves some social goals. Teachers can ask children to say, "What would you do if you were * *?" "Who do you like best in the story? Why? " Wait a minute. If the goal is to be familiar with the dialogue of the characters in the story, the teacher can prepare headdresses for the children, create situations, and let the children play roles and repeat sentences. Teachers can also use outreach activities to let children perform stories in the performance area, so as to understand and express the characters' characters in the story and retell the dialogues of the characters in the story, such as "Bear's treat". In short, story teaching in kindergartens should take children as the main body, interest as the center, follow the law of language development in large classes, create a pleasant learning atmosphere, and let children develop their language in listening, understanding and expression.
I didn't pick up other children. What's the story?
The boy had an accident on his way here and spent the last time with the girl on the phone. The boy hung up and died. The girl cried because she saw the boy have a car accident. The boy said that the sound here was the sound of an ambulance. This is the last call between the boy and the girl.
Three kindergarten teaching plans puppy crossing the river
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Compare the differences between the fairy tale version and the dramatic version of The Golden Cockcomb.
The story "Golden Rooster"
Once upon a time, there was a cat, a thrush and a rooster-a rooster with a golden crown. They live together in a small house in the Woods.
One day, the cat and the thrush went to the Woods to cut wood. When they left, they told the rooster, "We have come a long way. You should watch the door at home and make no noise. If the fox comes, you must never stick your head out of the window. "
No sooner had the cat and the thrush left than the fox came. He sat under the window and sang, "Rooster, rooster with golden crown, your head is as shiny as your beard." Stick your head out of the window and I'll give you a bean. " The fox sang again and again, but the rooster couldn't help sticking his head out of the window. The fox caught it, crossed the dark forest, crossed the rushing river, climbed the towering hill and ran quickly to the fox hole.
The rooster shouted, "The fox has caught me, cat, thrush, come and save me!" " Hearing this, the cat and the thrush hurried to catch up and saved the rooster from the fox.
After a while, the cat and the thrush went to the Woods to cut wood. When they left, they told the rooster sternly, "Stay at home and don't stick your head out of the window. We have gone too far this time and can't hear your crying. "
No sooner had they left than the fox came again. He sat under the window and sang, "Rooster, rooster with golden crown, your head is as shiny as your beard." Stick your head out of the window and I'll give you a bean. " But the rooster said nothing.
The fox went on to sing: "The children ran and ran, and the wheat was scattered all over the floor. The hen picked them up, but they didn't give them to the rooster ... "The rooster couldn't help it and stuck his head out of the window:" Whoa, whoa, whoa! Why not? " The fox caught him, walked through the dark forest, crossed the rushing river, climbed the towering hills and took him back to the fox hole.
The rooster cried for help: "The fox has caught me, cat, thrush, come and save me!" " The cat and the thrush heard it and turned to chase it. Cats run underground and thrush birds fly in the sky. They caught up with the fox and saved the rooster.
After a while, the cat and the thrush went to the Woods to cut wood again. When they left, they told the rooster very sternly, "Don't listen to the fox and stick your head out of the window. We will go further this time and can't hear your crying. "
The cat and the thrush went back to chop wood and walked away. Here comes the fox again. He sat under the window and sang, "Rooster, rooster with golden crown, your head is as shiny as your beard." Stick your head out of the window and I'll give you a bean. " But the rooster said nothing.
The fox went on to sing: "The children ran and ran, and the wheat was scattered all over the floor. The hen picked them up, but she didn't give them to the rooster ... "
The rooster still kept silent, and the fox continued to sing, "The children ran and ran, walnuts were scattered all over the floor, and the hens picked them up, but they didn't give them to the rooster ..." But the rooster couldn't help it, and put his head out of the window: "Whoa, whoa, whoa! Why not? " The fox caught him, walked through the dark forest, crossed the rushing river, climbed the towering hills and took him back to the fox hole.
The rooster cried for help: "The fox has caught me, cat, thrush, come and save me!" "
Although the rooster crowed and crowed, neither the cat nor the thrush heard it. When they got home, they were surprised to find that the rooster had disappeared.
The cat said, "Ah, the rooster is gone!" " The bird said, "Hum, the fox must have cheated it again." . The cat said, "Let's go after it!" " ! "The cat conveniently took the flute. The bird said, "well, go after it!" Look, this is the fox's footprint! The cat said, "well, let's follow the footprints!" " " "
The cat and the thrush followed the footprints, through the dark forest, across the rushing river, over the towering hills, and reached the fox's mouth. The cat began to play the flute. The fox heard the flute and couldn't help going out to have a look. So it climbed out of the hole, and the cat and the thrush jumped on it. The cat scratched with its claws, the thrush pecked with its mouth, scratched and pecked, and the fox fled in pain. They saved the rooster.
The cat said, "rooster, don't be cheated by the fox again!" " The bird said, "rooster, don't be greedy again!" ""The rooster said, "I will never be greedy again, and I will never be entertained by foxes again. Thank you, I will definitely remember your words. "The cat and the thrush said," You're welcome, just remember our words! " "
Fourth, how to improve the effectiveness of collective teaching activities in kindergartens
The importance and necessity of setting teaching objectives. In the teaching process, the determination of teaching objectives is an indispensable link and a compass for kindergarten teaching activities. It is the starting point and end point of activity design. It is not only the basis for selecting the content, organization and teaching strategy of activities, but also the standard for evaluating activities. This means that teaching objectives are the center of teaching activities. When organizing activities, all activities of teachers and children are carried out around teaching objectives, which are the starting point and destination of teaching and the ultimate goal of children's participation in activities. Therefore, in teaching, we must first determine the teaching objectives. Teaching objectives not only guide the design of teaching activities in the direction, but also have the function of standardizing steps and methods in the teaching process. Whether the teaching goal of a teaching activity is correct or not determines the significance of the teaching process, which can mobilize the enthusiasm of both sides to the maximum extent, thus achieving the best effect of teaching and learning. Then, what should be a reasonable teaching goal that both sides can achieve the best results? I think we should cultivate children's ability by imparting knowledge and skills, and constantly improve their quality on the basis of improving their ability. Generally speaking, it is to make the unintelligent children smarter and the intelligent children smarter, and there are often problems when setting teaching goals. Many teachers lack a clear understanding of "how to set teaching goals", and there are often many problems in the actual teaching goal setting process. First, the goal is not comprehensive enough: only put forward a single skill goal or only put forward knowledge and skills, knowledge, emotion, attitude and interest. Second, the activity goal is not specific: the goal can not be really implemented in the teaching activities, and other teachers can not clearly understand the teacher's educational thoughts after reading it. Third, the subject is not unified enough: there are both educational goals and early childhood development goals in the goals, and the formulation is confusing. Fourth, the goal of children's ability development is vague: in terms of specific activities, it is impossible to clearly state the cognitive strategies and ability development that children should obtain at a certain level. Question 5: The goals of children's personality and social education are relatively general: although children's personality and social development are reflected in many goals, they are expressed in a broader way, mostly "cultivating interest" and "budding feeling". Question 6: the goal is not targeted: teachers borrow other people's textbooks, which is plagiarism. Question 7: There are activities before there are goals, and the guiding role of goals is lost in the process of activities. Put the cart before the horse and write down which goal you think the activity can achieve, instead of focusing on the goal. (3) How to set teaching objectives (1) The objectives of kindergarten education activities should be guided by the objectives of all fields in the syllabus. It is pointed out in the Kindergarten Guidance Outline that the goals of kindergarten education should be guided by the goals in various fields stipulated in the Regulations on Kindergarten Work and the Outline, and combined with the development level, experience and needs of children in this class. To formulate scientific and accurate teaching objectives, we must first learn the contents of the syllabus, understand the requirements of the syllabus, and understand the spirit of the syllabus, so that our goals will not deviate from the general direction. (2) The goal of kindergarten education activities should be based on the characteristics of children's physical and mental development and cognitive laws in this class, so the goal of teaching activities should be based on the characteristics of children's physical and mental development at this stage and follow the principle of children's "nearest development zone (that is, children can get it by jumping)". At the same time, the goal of educational activities should follow children's cognitive laws. According to psychological research, children's cognitive law is generally: action-perception-representation-concept. (3) The goal of kindergarten education activities should be based on in-depth analysis of teaching materials and children's original experience. The goal of kindergarten education activities should be based on full research and analysis of materials, and have a deeper excavation and thinking on the significance of materials and the development role of children of this age. If the teacher is not thorough enough about teaching material analysis, the goal is wrong, and at the same time, it should be based on the experience of the children in this class. In other words, the goal setting should start from the actual situation and cognitive law of the children in this class. To what extent the children in this class have developed generally is the first thing we need to know, rather than copying the goals set in the ready-made lesson plans. (4) The goal of kindergarten education activities should be specific and clear, with strong pertinence and operability. In the formulation of goals, we should be specific, clear and operable. Cultivating habits and arousing a sense of * * * are relatively empty expressions. In the actual teaching process, we can't grasp it at all, and it is impossible to achieve this goal in one teaching activity. Therefore, it is necessary to refine the goals and express the goals that each activity can achieve, so that in the actual teaching process, we can know fairly well and have evidence to follow. For example, if this activity is to teach and stimulate children's basic skills and skills, it is necessary to have a clear explanation of what kind of emotions to cultivate children, otherwise the educational activity target table will lose its guiding role and it will be difficult to organize the activities well. If only words such as "understanding", "learning" and "mastering" are used, there is a lack of specific provisions on quality and quantity, and the measurability and comparability are poor, so it is difficult to achieve teaching results. For example, when some teachers design fire safety education activities, the goal is to "let children master basic fire safety knowledge", which is an unclear teaching activity goal. What is the meaning of fire safety knowledge and what belongs to basic fire safety knowledge are not explained, so it is difficult to grasp in teaching activities. General basic fire safety knowledge includes calling 1 19 when a fire is found, and telling your family address, how to escape from the fire, how to put out the initial fire, etc. Different age groups have different requirements. When teachers put forward teaching objectives, they should clearly put forward a specific kind of fire protection knowledge that children should master. (5) The goal setting of kindergarten teaching activities should be geared to all and meet individual needs. In teaching activities, there are various differences in children's learning experience and learning ability, so it is almost impossible to set a goal suitable for the whole class. However, as a class, teaching activities must be carried out around a unified teaching goal. So how can we make the teaching objectives have unified requirements and meet the needs of different children? Therefore, there should be some flexibility in determining the teaching objectives. First of all, it is necessary to clarify the minimum standard for children to complete, that is, the lower limit of teaching, so that children can understand what level they want to achieve and are basically qualified. Setting minimum standards can help to ensure the quality of learners' learning, and if necessary, you can set an upper limit to achieve the goal, so as to encourage spare children to strive for perfection and give full play to their learning potential. (6) The formulation of kindergarten education activities should pay attention to the integration of goals in various fields. The purpose of kindergarten education is to promote the all-round and harmonious development of children. Kindergarten teaching activities are comprehensive activities, and an activity has five major fields, so its teaching objectives are not isolated. It should become an integral part of a series of teaching objectives and be interrelated with other teaching objectives. (7) The goal of kindergarten activities should be set according to the time and place, and there are great differences in climatic conditions, geographical environment, national customs and culture, animals and plants. Educational goals should be set according to local climate and cultural resources. You can't simply follow the textbook. It is not easy to set scientific and reasonable teaching objectives, but we should strive to improve our ability. First, we should enrich our theoretical foundation. Second, we should find out our own problems in setting goals. Then, through teaching and research, consultation and reflection, we analyze a large number of excellent cases, find out the law of goal setting, and transform the experience of others into our own teaching skills through a large number of variant exercises, so that the teaching goal can truly reflect the overall goal of education and be truly implemented. Fourth, the expression of the goal will eventually be presented in the form of a text, which reflects our overall thinking on the goal and directly reflects our educational philosophy. Accurate goal expression plays an important leading role in the design and development of the whole activity, and it is the designer's thinking and grasp of the value of the activity. Therefore, when making goals, you really have to "chew words" and try to express your goals accurately in a few words. To describe the goal is to write it down, write it down, and write it down on paper. What is the best way to write? The basic requirements are concise, accurate and in place. (1) expression First, let's introduce the writing. That is, the method of expression. At present, there are two ways to express teaching objectives. One is teacher-centered, which is the word "teacher-centered" that we see in expert works. It is a goal put forward from the perspective of teacher education. For example, "let children master … knowledge", "teach children … skills" and "cultivate children … ability (habit)" Second, take children as the main body, that is, "children as the main body", which is the goal put forward from the perspective of children's learning. For example, "Can …" "Learn …" and "Know …",
ⅵ What are the main forms of kindergarten teaching activities?
The teaching activities in kindergartens are mainly collective activities, group activities and regional activities.
I didn't pick up other children. What's the story?
A kindergarten child is waiting for his parents to pick him up and then pick him up the next day. He asked his parents, "Did you pick up other children?" His parents said, "I didn't pick up other children."
Ironically, at the end of the story, his parents' hands suggested that they were playing mahjong that day and completely forgot about him. However, they also lied, exposing the irresponsibility and hypocrisy of individual parents.
Eight, the method of children's stories
1, the beginning of the story is very important. How to arouse children's interest at once must have a novel beginning. For example, in the inner form of guessing, "wearing a red hat and colorful clothes, it won't bark at night and wake people up in the morning." Children can quickly guess that it is a "rooster", and the interest in listening to stories is aroused. Then tell the children that the name of the story told today is "Golden Rooster". You can also start by asking questions and imitate the sounds of animals.
2. In the process of telling a story, you should be kind and natural, articulate clearly, be full of emotion, imitate the dialogue as realistically as possible, and reflect the personality characteristics of different roles. You can ask questions while talking, help children understand the content, enrich vocabulary, stimulate children's thinking, and let children feel immersive, such as hearing their voices and seeing their people.
3. When the story goes to the end, you can stop, let the children guess the outcome of the story by themselves, and allow them to guess a variety of different outcomes, which can develop their imagination.
At the end of the story, it is necessary to summarize the content of the story and explain a truth, so that children can distinguish right from wrong and have a deep understanding. You can also try to let children summarize their own stories, and adults can supplement them on this basis. If you can inspire children to tell stories they have heard to others, you will get better results.
ⅸ What is the value of a golden rooster to children's social development?
Things that have nothing to do with each other have no effect.