As an excellent teacher, we should grow rapidly in classroom teaching, and our teaching experience can be summarized in teaching reflection. How can I write teaching reflection? The following is my reflection on small class language teaching in kindergarten, for your reference only, and I hope it will help you.
Reflections on Chinese teaching in small classes in kindergartens 1 Stories are a kind of literary form that children like. Through story teaching, we can cultivate children's good moral character and help them develop language methods. For children in small classes, it is very important for teachers to tell stories.
For children in small classes, when telling stories, teachers should speak clearly and speak at an appropriate speed, so that children can hear every word clearly and speak at a slower speed than usual, so that they can think while listening; When telling a story, facial expressions, eyes and gestures should change with the development of the story, which plays an auxiliary role in the language expression in the small class.
As a teacher, stories are often told not just once, but many times, and we should pay attention to the changes in ways so that children can listen enthusiastically. When I was talking about the fruit house, I used teaching AIDS directly when I first talked about it. I found that some children began to focus on wall charts and were not interested in listening to stories. In the process of telling stories to children for the second and third time, they simply used the form of wall charts, and there was no change in the way. Results During the second story-telling, the children's attention was even less focused, and even some children began to talk to each other, so the effect of the whole activity was not obvious. In fact, now, in fact, when speaking for the first time, it is best not to use visual teaching AIDS, because visual teaching AIDS are easy to distract children's attention and are not conducive to cultivating children's listening habits.
The questions in the story can only be simple and trivial questions about the psychological development level of children in small classes. We can't ask a series of questions like middle and large classes so that they can answer them clearly, but I didn't consider the level of small classes. In fact, as a teacher, children should be guided to answer. Although we say that the answer is long, it does not require the child's answer to be coherent. Teachers or children with higher intelligence demonstrate, and then let the children speak out in sequence and coherently. This effect will make children easy to accept and understand. In this process, teachers should not be bored with children who can't answer or answer incorrectly, but make sure they are willing to answer. Teachers should inspire and prompt, and try their best to help children find the correct answers themselves. In short, all children should have the opportunity to answer questions to improve their language skills.
Reflections on small class language teaching in kindergartens II. The teaching activity of "Primary One" is a language activity with the theme of "Primary One" in small classes. The story Tiny tells the story of a little monkey and a little mouse looking for a small animal smaller than themselves. There is only one small beetle, although small, but not inferior at all. It believes that it will grow up one day. The content of the story is lively and interesting, and the story embodies a positive emotion, which is beneficial to the emotional education of children.
I set the goal of the activity as:
1, through interesting stories, perceived objects are divided into sizes. I can look forward to my growth optimistically and confidently.
Activity flow:
First of all, enjoy the story.
1, the teacher tells the first half of the story and guides the children to guess. Teacher: Can the mouse find an animal smaller than it? Guess who it will meet?
2. The teacher tells the second half of the story. Question: Did the little beetle go to find an animal smaller than it?
3. Guide children to learn what little beetles say and do.
Second, tell me about yourself.
Teacher: Did someone say that you are mean people? Are you angry or happy when people say you are little guys? What are you little people capable of?
Third, the children have grown up.
Guide children to watch pictures 1 and 2 of children's operation materials 4, and introduce the process of a child's growth.
Activity extension: classify small animals according to their size.
Activity reflection:
Goal realization:
Through story appreciation, children can distinguish the size of animals through visual comparison and know that different animals have different body shapes. Children have a certain sense of self and can talk about their growth in some aspects.
Thinking about activity link;
The first link: the story is about small animals, and children are very interested. Children can listen attentively to the story, be willing to think and guess, devote themselves to enjoying the story, think with the thinking of the story and guess the small animals that may appear in the story. Children's address of "Tiny" is funny and interesting.
The second link: when describing their skills, children can tell some skills they learned in kindergarten and at home, such as learning to sing, taking off clothes, doing puzzles, turning off TV and so on. Some children have learned skills, while others can't express them in proper words and sentences. Need the teacher to prompt and explain.
The third link: let the children know that everyone has grown up since childhood and can learn more and more skills through the teacher's telling and picture appreciation.
In the expansion activities, children can actively operate, classify and paste, which consolidates the understanding of animal size.
Reflection on Small Class Language Teaching in Kindergarten 3 Small class children have just entered kindergarten, leaving their parents for the first time and coming to a strange environment. They are still a little unaccustomed psychologically. Through this activity, children can be cultivated to like kindergarten. In addition, children who have just entered the park have not developed good habits of attending classes. We use vivid pictures and vivid language to cultivate their habit of listening quietly.
The story language of Little Love Kindergarten is vivid, with personification, metaphor and other rhetorical devices. In particular, the language structure of each paragraph is basically the same and repeated many times, which is very consistent with the characteristics of small class children's language learning and can stimulate their interest in learning and fall in love with kindergarten. Therefore, this is a relatively mature teaching plan design. After the classroom teaching, I made the following reflections:
Success:
The teaching objectives have been achieved well.
Through this language teaching activity, the children in our class learned the story, learned about the kindergarten and gradually fell in love with the kindergarten. Moreover, in the process of listening to the story, most children have been able to listen quietly.
Children's participation is high.
Because "Little Love Kindergarten" is well selected, the content is simple and easy to understand, and it is close to children's life experience. Activities, combined with pictures, let the children enjoy the story through the corresponding pictures. Children are very interested in vivid pictures and are very serious when they appreciate stories. The design of the question also combines the child's existing life experience and can take the initiative to raise your hand to answer the question.
Clear thinking and natural transition.
First of all, based on the children's existing experience, I show the pictures and guide the children to tell who the characters in the pictures are. Then in a surprised tone: "Hey! What happened to Diandian? " Guide the child to observe the child's expression in the picture and lead to the whole story. In understanding the story, through the picture, let the children gradually like kindergarten from the happy scenes of birds, rabbits and sika deer, let the children's feelings gradually sublimate, and finally like kindergarten. At the same time, it also guides children to listen carefully.
Disadvantages:
Teachers talk more in the interaction between teachers and children.
After asking questions, I always hope that children can answer them quickly, but obviously it is difficult for children who have just entered the park. In order to finish the teaching activities as soon as possible, after asking questions, I always let a few children with hands up answer, ignoring other children. Give them less time to think and let them talk more. This is "cramming" teaching. Children should be encouraged to speak boldly and not stick to the answers.
The phenomenon of children interrupting is more serious.
For children in small classes, there is no sense of classroom routine. Although we have paid attention to the cultivation of class rules consciousness, we are often active in thinking and often tell the answer directly after the teacher asks questions. Even if you raise your hand, you will say "I, I ...". However, this habit cannot be formed overnight. I should not only remind them often, but also gradually adjust my teaching strategies in future classes and gradually improve this phenomenon with more appropriate methods.
Through the language teaching activity of "Little Love Kindergarten", let the children know the name of the story, tell the content of the story roughly, and know which characters and animals are in it. During the activities, they also slowly cultivated the children's good feelings of loving kindergarten and falling in love with kindergarten. In the next implementation process, I think I will gradually improve and pay attention to the following teaching improvements: 1, so as to strengthen the complete understanding of the story. 2. In the design of activities, try to be playful and positive, so that children can gain insights during play.
Reflections on small class language teaching in kindergartens. The language activity "Bunny" is a familiar story. In the teaching design before the activity, I will listen to the story for the first time, look at the picture for the second time, and then ask effective questions, such as: What's the name of the story? Who is in the story? Ask effective questions about the storyline that happened, and then summarize the safety education.
In teaching activities, as I expected, because the children in our class have good listening habits, they can listen quietly when listening to the first story; The second time, with the appearance of the picture, the expressions and movements on my face fluctuated with the development of the story, which once again attracted children to listen. The children have good listening habits and are answering the name of the story. Who is in the story? You can answer that. Qiqilian replied: "There are three rabbits, namely: long ears, short tail and red eyes." Good-sounding and familiar song melody is the main line of story development. Children sometimes sing in a gentle voice like a mother rabbit, and sometimes they sing in a rough and vicious voice like a wolf. Some children have been able to simply follow the story and sing along with the songs. The classroom is very lively.
In view of the phenomenon that some children will walk with strangers or open the door for strangers, I began to set up situational games in the next link: invite children to be at home, and I will knock on the door as a stranger and say, "Mom's friend, mom is waiting for you downstairs, please open the door quickly and follow me!" Fortunately, the children all said that "if you can't open it, you can't open it"; If a plan fails, try again. Now my mother and I are lost in the park. "Come here, kid. I'll give you a candy and take you to your mother. " The children said firmly to me, "I'll wait for my mother here." In this way, we played a few games of wits and courage with our children. Once we used the ipad, the children couldn't open the door.
Because before the activity, I can better understand the age characteristics and current situation of the children in the class. Therefore, the implementation of the activity is similar to the preset. The characters, plots, songs and safety education of the story run through it, thus successfully achieving this teaching goal.
Reflections on small class language teaching in kindergartens. It is a creative game that allows action performance to penetrate into language, which can give full play to children's enthusiasm, initiative and creativity. Therefore, taking advantage of this activity and combining the characteristics of children in the class, we made a preliminary attempt in developing children's expressive ability in situational performance. Interest is the key to children's study, especially in small classes. During the implementation of this class, the teacher just caught the children's interest and successfully carried out the activities. In the organizational form, I chose the form of alternating movement and static movement. At the beginning, I used the method of throwing leaves to arouse children's enthusiasm, create an environment of falling leaves in autumn, and let children have an intuitive experience of falling leaves. At the same time, the activity design takes into account children's age characteristics and learning characteristics, and fully mobilizes children's senses to participate in learning by watching, listening, doing actions and playing games. I always take children as the main body, let children express boldly in the activities, be willing to speak and dare to speak boldly, and the classroom atmosphere is active, which has achieved good teaching results. As the syllabus says: "Language ability is developed in the process of application, and the key to developing children's language is to create an environment in which they can want to speak, dare to speak, like to speak, have the opportunity to speak and get positive responses."
This activity aroused the children's desire to express: leaves fell in the boat, leaves fell in the ditch, leaves fell in the river. Then I used a sentence: the teacher brought a nice story. Where did the leaves fall in the story? What interesting things will happen will naturally be introduced into the story told by the teacher. Then, I use the method of talking in sections and combining role performance. Change different role-playing in each lesson. Teachers and students play roles together, so that children can learn the language of the role in the performance of the scene, so as to achieve the teacher's preset goal. Children learn in a happy mood from beginning to end, which creates an environment for children to want to say, dare to say and like to say. Even today's new children and Xu Zhihao, who have always been reluctant to participate, happily participated, and finally ended the activity in the atmosphere of reading big books and telling stories with children.
Of course, during the implementation of the activity, we also found that some words such as "ditch" and "yard" in the textbook have been rarely touched by children due to the rapid development of modern society, so it is not easy to understand when telling. Therefore, it can be modified in the future implementation process so that children can better understand and master it.
Secondly, children's speech ability is different. Children with strong ability often actively participate in active and creative performances, while children with weak ability just watch or barely say a few words. In view of this situation, we guide children to be strong and weak, and let the children with strong ability drive the children with weak ability to participate together. In this activity, as a group, I played the roles of "tree", "grass", "hut" and "bug" respectively, which made all the children in the class participate, thus promoting the improvement of children's overall language ability.
The music of autumn leaves falls naturally with the children's jumping hearts. Rich and diverse leaves provide children with a broad space for exploration, discovery and expression. The swaying leaves are a world and a world. We enter the world of fallen leaves with young children, help them build their own cognitive structure, develop their wisdom, and arouse their feelings of loving nature and life. It is also in this activity that children overcome the limitations of their own cognition and expression, break through the original level, and enter a state of conscious and active learning.
Early childhood is a period of positive language development. If children are encouraged to participate actively, they will form a personality of bold participation and active attempt. Every child needs encouragement, just as plants need sunshine and rain. When children try to do something, they may fail, so it is particularly important for teachers to encourage and guide them appropriately. For unfamiliar and difficult roles in the performance, such as the "big tree" role in this activity, at the beginning, the teacher will perform first, and then lead the children to praise the children who actively participate and dare to try in each performance; Patiently guide timid children, encourage and support them in time, strengthen them emotionally, push them to try, and improve their language expression ability continuously.
Through the exploration and practice of this activity, I deeply realized that situational performance not only improved children's understanding ability and interest in literary works, but also developed their imagination and creativity. More importantly, it promotes the positive development of children's speech and lays a foundation for children to further study and master literary works in the future.
Reflections on Chinese Teaching in Small Classes in Kindergarten 6 The teaching content "Colorful Dreams" selected in this activity has comprehensive and specific goals, and the difficulty of the goals is moderate, which is more in line with the age characteristics of small class children. The goal of this activity embodies the main goal of language activities: to help children understand the content of nursery rhymes and learn to recite them, to feel the relationship between the things described in nursery rhymes and the colors, and to improve their language expression ability. The materials prepared for the activity are used to create game situations. At the beginning of the activity, children are introduced to plants, trees, flowers and white clouds, and they also like to create situations in the form of dreams, which is more in line with the cognitive characteristics of small class children, attracts their attention and stimulates their interest in learning. In this activity, I stimulated my children to learn nursery rhymes through language, corrected their incorrect pronunciations in time, taught them to read nursery rhymes correctly, and laid a foundation for guiding their imagination in the future. When listening and speaking, the rules of the game must include the requirements of language practice, otherwise the goal of language learning cannot be achieved. The rules of this game require children to play while reading nursery rhymes, which fully embodies the requirements of language practice.
For children in small classes, the rules made by teachers must be simple, and the language must be concise, so that children can understand the rules of the game and basically understand the game. In the game between teachers and individual children, I can correct some inaccurate voices in time, and the teacher's leading role in guiding the game is very important on the premise that children basically understand the rules of the game. Teachers play games with the whole class first, and they can appear as losers, so that children can become winners, practice regular language in the game and fully experience the fun of the game. Then, the teacher plays games with individual children, so that each child can clearly perceive the whole process of the game and make full preparations for the children to play independently.
This game is more suitable for children to play with free company. In this way, every child can play games fully and independently, which provides children with opportunities for full practice and is also conducive to cultivating children's ability to cooperate with peers. In this process, I quit the protagonist and let the children play independently, but I didn't stand by and watch the children's activities, understand the children's games and give them help and guidance in time. I also consciously arrange this activity in my daily life, so that children can have more time to practice pronunciation and train various abilities.
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