The issue of the connection between early childhood education and primary school education has received widespread attention from all countries and has become one of the important topics in current early childhood education research. How should I write about it? I will sort it out for you below. Yes, welcome to refer. Chapter 1
In daily contact, we found that many children are afraid of the dark and dare not sleep alone at home. So this week we arranged the language activity "Important Phone Call". The story is about a little girl named Shasha who overcame her fear and stayed at home alone in order to complete the task assigned by her mother to answer an important phone call.
The content of this story is very attractive to children. A lot of things happened when Shasha was alone at home. As the story happened, the children's minds followed the story. They were very interested and concerned about the development of the story. He was also very serious when answering questions. When I ask a question, many children will always raise their hands, and the language used in the answer is also very good. It seems that everyone is very careful when listening to the story. After my observation, I found that the children in our class have a good learning habit, which is to listen carefully. So I can strengthen this aspect in the future and cultivate children to develop good study habits from an early age.
In addition, traditional story teaching mostly puts appreciation first and analysis last, which is easier to limit children's thinking. This story has twists and turns and is exciting. Therefore, I adopted the "pre-story analysis method" and the "key interruption method" to guide the children through pictures to continuously reason about the development of the storyline while guessing, and deeply feel the psychological activities of the protagonist in the story. The main role of children in the activities has been well exerted.
Chapter 2
"The Dream Has Came" is a children's poem that is short and concise, full of rhythm and rhyme, and is catchy when recited, giving it the beauty of phonology. It is in line with the concrete image thinking and perceptual and fantasy characteristics of the children in our class. According to the actual situation of the children in this class, I made appropriate adjustments and modifications to the original teaching materials. For example: in the original textbook, pictures are directly shown - grass, flowers, white clouds, etc., and said: "Who is visiting our class today!" In order to create a relaxed language atmosphere for children, so that children are willing to explain. I changed it to a conversation activity, because the children all have the experience of dreaming and have some life experience in dreaming. It is very interesting to talk about their own dreams and listen to other people’s dreams. The children got into a relaxed and interesting topic, which made the teacher-student relationship more harmonious. Just like chatting, the atmosphere of the activity was also active, and the activity was carried out smoothly.
Since the content of the poems is relatively simple, the part of learning and reciting the poems ended quickly. I made the imitation of poems the focus of the activity, using the words "the children in the poems look for dreams in pillows and quilts. Where can children go to find dreams?" This question is used to inspire children's imagination. The children's language is very exciting: "Is it in the big box? I looked - no", "Is it in mom's bag? I looked around - no", "Is it in the shoes? I looked - no ", "Is it in the grass? I looked for it - there is none"... From these words, we can find that in the structure of the sentences, the children adopt the rhetorical method of asking questions in poetry: asking and answering themselves, but this is not By simply imitating, "turning over," "searching," and "taking a look," children incorporate their own imagination and life into language imitation.
Throughout the teaching process, my thinking is relatively clear, from listening and appreciating - accurate memory - learning to recite - breaking away from the map - free creation - recitation performance. It is progressive in terms of steps and difficulty. Children are active in behavior, active in thinking, and willing to participate in creative activities. Throughout the activity, children imitated in aesthetics, created in imitation, and improved in creation. They formed their own ideas, constructed their own language, and created their own literature. Finally, they also achieved the teaching goals of language teaching activities and improved their language skills. Children's language expression ability.
The imitation of poetry will appear more real based on life experience. When reflecting after class, I thought back to the stage of imitation. If I could emphasize the use of sentences in poems for children to read in this stage, it would achieve the goal I set. In addition, for a child to say "find it in the sky" , if you introduce the child's thinking into the room at this time and let him go to various places in the room to find it, it will be more life-like and close to the child's life. Chapter 3
In this lesson, I use the fairy tale "Pony Crossing the River" as the background to organize the teaching. At the beginning of the class, I simply told the students the story of the pony accepting a mission to go to the mill, and encountered a river on the way. The words of the squirrel and the old cow made it afraid to cross the river, so it had to go home and ask its mother. In the subsequent teaching, the teaching was closely centered on the story of "Pony Crossing the River". The pony practiced skills, the pony accepted a task and encountered a big river, the pony found a way to cross the river, and the pony celebrated crossing the river were all in this situation. It is carried out in the middle, allowing students to participate in the learning process as the protagonists of the story, fully mobilizing students' enthusiasm for learning, and integrating teachers, students, and teaching content into a whole.
2. Explore the connotation of life and release students’ hearts
Children’s spirituality is the nature of students, and the world of children is a world full of spirituality. Children are naturally creative, it depends on whether your teacher gives them a chance.
Providing students with more room for development is an important factor in my design of this course. During the teaching process, while grasping the main materials, I ignored the secondary teaching materials to leave more room for students to create. I think students' creativity is endless, and students will definitely like it very much, because this is their own method, this is the result of their cooperation, and this is the crystallization of their creation.
3. Skillfully set up learning obstacles to develop life skills
Although plain and simple can make students learn easily, it often makes students feel boring. This course cleverly sets learning obstacles based on the characteristics of young children, so that students can conflict between new needs and old levels, so as to learn better. Therefore, at the beginning of the class, I designed a question: "If you were that pony, could you cross the river?" This question will definitely arouse students' interest in learning and inspire their thinking. They will use the previous Have some life experience to think about, practice, and even put problems into real life to solve. This organically combines classroom with life, allowing students to develop life skills while solving problems.
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