In order to achieve the effectiveness of teaching, teachers should also do a good job of pre-class reflection, that is, the process of preparing lessons should be considered from the perspective of students: how to design teaching plans to arouse students' interest and be more easily accepted by students? How many situations can students have in the activity? How do teachers respond to students' performance? When doing so, students and course plans should be taken into account.
2. Pay attention to material selection and interest.
The success of an activity depends largely on the teacher's materials. Kindergarten teaching should first consider whether students are interested in activities. If the teaching materials chosen by teachers are in line with children's age characteristics and are of interest to children, then children will be easier to learn, and in the process of learning, they can guide teachers' teaching intentions and actively cooperate with teachers to complete teaching. Then consider the value of action, which will help children understand knowledge, master methods, develop their abilities and serve their development. In addition, the selection of homework materials should be simple and effective. Try to use local materials, use one thing for multiple purposes, and solve one problem at a time to determine learning materials. Finally, the display of activities should take games as the main form to guide students to learn in games.
3. Pay attention to asking questions in teaching.
Questioning is the core of collective teaching activities. In collective teaching activities, the purpose of teachers' questioning is to promote children's positive thinking, but what teachers should think about is whether their own questioning can stimulate children's thinking. To what extent does it stimulate children's thinking? Just as Qi Teng Hibo, a famous Japanese educator, thinks that questioning is "the life of teaching", unreasonable questioning will inhibit children's enthusiasm and creativity and reduce the effectiveness of teaching.
In the usual teaching practice, many teachers simply think that the more questions you ask in group teaching, the more you can inspire children. Not asking questions or asking fewer questions is indoctrination, which is injection teaching. However, if you think about it carefully, you will find that many so-called problems are not real problems. If "yes", "right" and "good", children can answer directly without thinking, and the simple collective reaction forms the false activity of children's thinking.
Therefore, when preparing lessons, teachers should not only prepare the contents and questions,
Get ready for the children. Put forward different requirements for children of different ages, starting from the actual situation of children. For example, small class questions should be specific and clear, one question should be asked one by one, and several questions should not be asked continuously; Large classes can't ask simple questions, but ask some questions with a little difficulty, generality and diversity; The middle class is moderate. Of course, in the same age group, children of different levels should also design questions with different difficulties. If it is difficult and flexible, it is necessary for children with strong ability to recombine their own questions and create answers, which will help inspire all children's thinking; Children with moderate ability can ask some basic and comprehensive questions to attract their attention and arouse their enthusiasm; For children with relatively weak ability, we should properly design some questions that are not difficult and can be answered after careful thinking to help them restore their self-confidence and improve their interest in learning. Teachers should master language skills.
Language is an important means of information exchange between teachers and students, and it is also an important link between teachers and students. For preschool teachers, it is not enough to express language accurately, clearly and regularly. Only by making the language "childlike" can we attract children. Years of teaching practice show that the classroom atmosphere of children's language is lively and vivid, which is easy for children to accept. Therefore, kindergarten teachers should pay attention to carefully designing their own teaching terms in teaching. As a kindergarten teacher, the first thing you should have is to teach your children in a sweet tone. Children have an instinctive mentality, that is, they expect to be "caressed" by teachers. If the teacher teaches children in indifferent language, the children will be very sensitive to it and will be indifferent to the teacher, so the teaching will naturally fail to achieve good results. Therefore, teachers should have a gentle expression and tone like a loving mother in teaching, which can effectively stimulate children's inner experience and let children acquire knowledge in a relaxed and happy atmosphere. Teachers should be childlike, enter the role, and let children feel naive with friendly and natural expressions and language; Pay attention to the soothing tone and pay attention to softness; Cleverly handle the severity, pause, children and tone sandhi, so as to achieve the effect of beautiful expression; Choose personification, metaphor, exaggeration and other techniques to show vivid description skills, stimulate children and stimulate their imagination to recreate new things. Secondly, the language skill that preschool teachers should master is flexibility. Flexible use of some natural, friendly and seemingly homely parenthesis in class can adjust children's listening mood and make them concentrate.
5. Use rich teaching contents and methods.
Language activities are very extensive, mainly including stories, poems, lectures, conversations, language games and so on. Among them, the stories mainly include fairy tales, fables, folk stories, historical stories, science fiction stories, jokes and so on. Poetry mainly includes children's songs, ancient poems,
Riddles, tongue twisters, etc. Prose teaching
It mainly includes lyrical description of scenery, lyrical description of things and lyrical description of people. Dialogue teaching mainly includes thematic dialogue, discussion, debate and ramble. Language games mainly include voice games, vocabulary games, expression games and literacy games. In many teaching contents, teachers should adopt different teaching methods according to time, place and environment.