How to carry out teaching design according to "Kindergarten Education Outline" and children's textbooks, and how to carry out teaching design according to children's reality. It is a process that teachers tell teachers what to teach, how to teach and why to teach like this after making a teaching plan. Its purpose is to improve the quality of classroom teaching, clarify teaching ideas, grasp teaching objectives and make good use of teaching methods. Teaching activities require teachers to solve contradictions and problems in teaching with scientific methods under the guidance of scientific theories. For a long time, when preparing lessons, teachers only need to write down the contents of "doing" such as teaching objectives, preparing lessons and process, while speaking lessons requires teachers to learn from activities objectives, teaching materials, preparing lessons, teaching methods and learning methods.
Skills: How to teach in kindergarten?
According to the Guiding Outline of Kindergarten Education, this paper expounds the reasons for this by using the relevant theories of pedagogy and psychology.
1. According to the textbook
Teaching materials are the most basic basis for implementing classroom teaching. Kindergarten textbooks are not unified and there are many choices. Therefore, the first thing to say about textbooks is to make clear the purpose of choosing textbooks as far as possible (such as the needs of theme activities and the needs of children's cognitive development level); The second is the source of teaching materials (such as books from children, or books from children's lives, etc.). ); The third is to make clear the difficulty of teaching materials, so as to determine the key points and difficulties of teaching materials, that is, the difficulty of knowledge understanding, the difficulty of skill mastery, and the targeted teaching methods that are easy to choose.
For example, the textbook Snowflakes and Raindrops can be analyzed in this way: this song has a beautiful melody and a lively rhythm. The first, third, second and fourth sentences are basically similar, which is convenient for children to remember and master. The whole song uses personification techniques to personify small snowflakes and raindrops as children's friends, which makes people feel more cordial. The two songs have different emotions, which are soft, lively and enthusiastic, making the images of small snowflakes and raindrops more vivid and vivid. At the same time, they also integrate moral education into music to educate children to develop good qualities of liveliness, enthusiasm and caring for others.
2, according to the goal
We will consider the formulation of goals from the aspects of cognition, ability and emotion. When talking about activity goals, we should make clear the requirements and levels of cognition, ability and emotion. Grasping the activity goal is an important link in teaching. Correctly understanding, analyzing and grasping the goal is the basis for the success of teaching activities. We can analyze the activity objectives from the following two aspects:
(1), the basis of the target source.
Whether it is based on the national kindergarten education guidelines or local curriculum standards, or on the general age characteristics and development laws of children of a certain age group, or on the actual level of children in this class, for example, one of the goals of "learning cotton swab painting", "drawing lines in a controlled way", is based on the age characteristics and militia laws of small class children; The second goal, "the good habit of returning culture to its original owner", is selected from the goal of quality education in small classes.
(2), said the understanding and analysis of the target.
It is to tell the reasons and reasons for choosing the goal, to make clear the key points and difficulties of the goal, and to understand and analyze the goal reasonably. For example, "Draw lines in a controlled way by changing the direction", a teacher analyzed it like this: In the second semester after a small class, the children in our class have already had preliminary painting experience and mastered the practice of basic lines well, but because of their young age, their wrists and phalanges have not been well developed. In order to better cultivate children's practical ability and flexibility, I chose to set a goal that conforms to the age characteristics and actual level of our class. In other words, "drawing lines in a controlled way" is an activity that needs further proficiency on the original basis and follows the principle of step by step. I mainly use interesting activities to design, so that children are interested in actively participating in activities, from uncontrolled graffiti to visually controlled graffiti, from painting without purpose and direction to painting with purpose and direction.
There are two main considerations when analyzing and formulating goals: First, the development area closest to the child, so that the goal is slightly higher than the actual level of the child, so that the child can pick fruits by jumping. Second, it is necessary to change from having only knowledge in mind to having only children in mind, and the foothold should be on improving children's ability and quality to promote children's improvement at the original level.
3, said activity preparation
It is the reason why knowledge, experience and materials are prepared to complete the teaching objectives. The preparation of experience is the preparation of children's life experience related to new knowledge, and the preparation of knowledge and skills related to new knowledge. Material preparation is the creation of environment, the preparation of teaching AIDS and learning tools, but attention should be paid to children's participation. When preparing teaching AIDS and learning tools, we should consider the following aspects: First, we should pay attention to the use value and practicality of teaching AIDS and learning tools, and don't deviate from the direction because of the pursuit of diversity and variability of teaching AIDS, which will affect the completion of teaching objectives. Some teaching AIDS are beautifully prepared, but they are only displayed in activities, which wastes time and is inefficient, and we should try to avoid using teaching AIDS that have no good influence on the completion of the goal. Second, the teaching AIDS and learning tools provided should reflect the requirements of children's different development levels; The third is to avoid too many teaching AIDS, too novel and too exciting; Fourth, the teaching AIDS and learning tools provided are convenient for children to explore and learn actively.
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Classroom organization skills of kindergarten teachers
Classroom teaching = collective teaching
Kindergarten collective teaching activities more reflect the role of teachers as organizers, supporters and guides. Because teachers are the leaders in educational activities and play a variety of roles, I think teachers are an important factor affecting the quality of collective teaching, and their professional quality directly affects the development of children.
First, give children a real, natural and simple classroom. How can a class in kindergarten be good? What kind of class can be called a good class?
(1) Less "piling up" and more "radiating".
A "radial" class refers to a class surrounding a point, and all links are set to serve this key point.
Like racing against time.
Teaching point: experience the length of time and find that the value of time is related to your own efforts.
Link 1: What did you do from 7 am to 8 am? (Wash your face, brush your teeth, go to kindergarten, exercise ..., feel the connection between time and work, and pave the way for later activities)
Link 2: Insert snowflakes in one minute. First, unconsciously insert-at this time, the child itself is in a natural state and has not put his own efforts into it; Then compare who inserts more and who inserts less, and consciously speed up the insertion of snowflakes. I have my own efforts this time, and I have inserted a lot, but the time is still one minute. (Let children understand the relationship between the value of time and their own efforts by comparing the two snowflakes before and after)
Link 3: Create an activity scene: throw the ball in one minute, throw the sandbag in one minute, and put the hula hoop on your head in one minute and record it. Experience: You can do a lot in one minute. )
Section 4: Discussion: How to grasp the time in peacetime?
This activity is based on teaching, and the teaching process design is natural and smooth, interlocking and natural.
"Stacked" class means that there are too many contents in a class, and some related contents are pieced together, with more emphasis and greater capacity.
For example: middle-class vegetables
The first link: group name and rules.
The second link: understanding vegetables (about 10 species), most of which are introduced by guessing riddles and then looking at pictures.
The third link: the game "find vegetables", press the vegetables in the picture to find the real vegetables, and then put them on the picture accordingly.
The fourth link: vegetable classification, which divides the found vegetables into melons, vegetables, beans, radishes and so on.
The fifth link: how to eat vegetables? Introduce the nutrition of vegetables.
For a long time, each link can be organized into an independent teaching point, which can be carried out in the form of theme activities, so that each point can be deeply understood and learned: various vegetables, vegetable classification, delicious vegetables)
Not long ago, I saw a similar lesson:
The first link: the name of the leaf (banana leaf, ginkgo leaf ...)
The second link: perceive the difference of leaves (shape, size, color, smell, etc. )
The third link: game leaves to find friends (find the same feature classification)
The fourth link: the role of leaves (as medicine ...)
The fifth link: leaf stickers.
Among them, almost every link can be used as a complete teaching point to organize teaching. Large capacity, unnecessary stacking, let children think fatigue, children can not concentrate on listening for too long. Teachers' good starting point may not receive good teaching results.
(2) Think less about "how to teach" and more about "how to learn".
If teachers always think about "how to teach" in class, they will only think about teaching plans and catching up, while ignoring a dynamic performance of children's learning in class. Teachers who always think about "how to teach" don't want to "make trouble", and even get annoyed because their children don't get along with themselves and don't cooperate.
For example, the new teacher's in-class music "Clap your hands and sing and laugh"
The designed teaching process is: say hello to practice your voice-listen to the recorded songs completely-the teacher will demonstrate the singing method-read the lyrics according to the music rhythm-teach singing sentence by sentence-complete the singing method-introduce the new singing method (lead singer)-make up your own movements and sing in a circle.
When the teacher teaches singing sentence by sentence, several children can't help but stand up and do actions while singing (this song is expressive and easy to sing and do). At this time, the teacher also saw it. She asked the child to sit down, because the action performance she designed was in the last link, and the child sat down and continued to learn sentence by sentence according to the original plan. ...
Example 2: Small class "lovely rabbit"
Thinking about several phenomena:
About 20 people attend class, and only one rabbit is provided for observation;
Feed the rabbit: the teacher gives everyone a green vegetable or a carrot, and each child takes something to feed the rabbit, so that the child can observe what the rabbit likes to eat;
Children's seat: sitting on a cushion in the middle of the classroom, the area is very small and the children are crowded. Stand up when answering questions and stand up again every time.
Analysis: Teachers are more concerned with "how to teach" and how to step by step in this teaching process. If she thinks more about children's learning, she will think of:
1, lack of materials can cause disorder, and many children can't observe it closely and have to push it around.
2. It is unscientific to feed a little rabbit so many things, and the result is distorted (can it be eaten).
3. It takes a lot of effort for children to get up to answer questions, observe rabbits and feed rabbits. The artificial squeezing diverts children's attention, which is not conducive to the formation of good learning routines.
Pay attention to "how to teach" and ignore the characteristics of "how to learn" course: clear links, but stiff and mechanical.
(3) Be more truthful and less ostentatious.
Before each class, we have to make some preparations, including material preparation, knowledge and experience preparation. But this kind of preparation should not be excessive. A few years ago, there was a strong wind: children knew the contents of open classes or competition classes in advance, and some even practiced very skillfully, so they became rehearsals when they attended formal classes.
Recently, I went to a class in a township and found that this phenomenon still exists. When trying to teach, I used the children in my class. At that time, I asked the teacher, "Do you use the children in your own class for formal classes?" She replied, "Yes". I asked again, "Then why didn't you use children from other classes when you tried teaching?" She said, "I'm not familiar with it. I'm afraid I can't control it." I'm thinking: if you can't control your child, there are shortcomings or out of control in class, is it important to use your child to cheat and act? Because in my opinion, the problem of cheating in fake class is very serious, although I can understand the feelings of these teachers and fear of failing, I have had similar thoughts myself.
For example, in the lesson "Interesting Leaves", the teacher asked: What leaves do you know? ..... The child said many things one after another, many of which I didn't know.
When the teacher asked: What is the function of leaves? Child: Pipa leaves can be used as medicine, and Ginkgo Garden can be used …
After class, I learned that this class has tried three times. The teacher didn't realize that it was unwise to do so. He told me openly that every time he wanted to teach, it was the children in the class. Not to mention other preparatory work. I only analyze this phenomenon here, not the teachers. In fact, teachers also want to do a good job before they behave like this. At that time, I told my teacher: "In fact, it is not normal for children to say that the names and functions of so many leaves are abnormal." In order to make up for the deformity of children's omnipotence, I designed a questionnaire for teachers to send to children to take home, so that children and parents can check the information about the role of leaves together. If you can tell the function of leaves after investigation, it is normal. Of course, this is the worst policy and the order is reversed.
The fake class has a characteristic: children are very familiar with the activities and cooperate with the teachers, and the process is smooth, but children can't see vividness, excitement, curiosity and devotion in their eyes, because they have no challenges, and only moderate challenges will have real interest and pleasure. Now they are like workers who are familiar with the workflow, mechanically repeating a technical job.
The real classroom is the most beautiful! We should remember one thing: we are not showing lessons to others, not flattering anyone, but taking our children to interpret a development story, for ourselves and for our children.
(4) Less flashy and more plain.
Teachers, think back, how many of the classes you went out to attend were simple, practical and normal? Many classrooms are covered with gorgeous coats, and the traces of deliberate packaging are exposed under these gorgeous coats.
Some classes are lively, such as scene performance, courseware, hands-on production, games, videos and so on. They are armed to the teeth.
Example: Crossing the River in physical education class.
The three links of jumping into the river are designed as follows:
The first time you jumped into the river freely (the rope was wide or narrow) Q: How did you jump over it?
The second activity: it rained, the river widened and the difficulty increased. Use the method to skip it.
The third time: there is a fish in the river (the teacher sits in the river and makes a fish). There are pests (sea balls) in the opposite field. The little frogs jumped over the river in turn to catch the pests, jumped back from the fish and put the pests in the designated basket.
Relaxation: Little frogs swim in the river, make waves with ropes and so on.
Result: All the frogs carried the rope together and went home happily.
You can attend such a class after listening and watching it. The material preparation is simple, and the process is progressive and clear.
To tell the truth, we usually don't have much time and energy to make and prepare too many teaching tools, and sometimes it is unnecessary. We should consider using local materials and using multiple things, but we should also avoid going into the misunderstanding: the less things, the better. That's not right either. The key is to use less materials and skillfully design links, which is better for children's development. Of course, scientific exploration activities should provide enough exploration materials for children.
(5) less management and more autonomy.
When I say control, I mean the restrictions that are not conducive to children's development under authority.
Common controls are as follows:
1, sample control. A year ago, I was listening to a new teacher in an art class. That's a middle-class painting of a boat. She prepared a model painting for the children to observe and ask: How many parts does a big ship consist of? (Hull, cabin) What are the shapes of hull and cabin? What else is on board? (Red flag, chimney, window) As a result, the painted boats are all exactly the same, as if it were the only one in the world.
2. Language control. We often hear "You are wrong again", "You are wrong again" and "You can't ..." in class. Once I went to an art class of another new teacher's interest class, she stopped to say "sit up straight", then picked up the tambourine and asked the children to clap their hands with her to organize discipline. Because she just graduated from college, the organization language is not very vivid, and the children don't want to hear it. So she can only keep order in this way.
3. Other controls: The lesson "Vegetables" dragged on for a long time, and the children obviously couldn't sit still. Then the teacher took the photo of Cai and said, "Cai, please sit down." Later he said, "Vegetables don't like you." On the surface, it seems to be a situational maintenance of order, but it is indeed a disguised authoritative repressive control, and there are many similar ones.
Such control is an invisible rope that binds young children and is not advocated.
This reminds me of a fable: one day, the farmer led the donkey to the edge of the cliff. The farmer was afraid that the donkey would fall, so he pulled it closer with a rope. The donkey refused, pulled and struggled, and finally fell into a deep valley.
Give us a revelation: why do you want to take the donkey with a rope? Why not ask the donkey to grab a handful of grass?
Sometimes out of kindness, coercive measures are often taken, but the effect is not optimistic.
I hope that in future activities, we can all have "grass attracts donkeys" to attract children to take the initiative to participate in the activities themselves.
Let children form autonomous learning strategies can try the following:
1, providing an environment suitable for children to learn and choose independently.
Why do children like regional activities in class so much? Because he chose which field to enter according to his own interests; After entering the area, you can explore independently with the information provided by the teacher; In the same area, you can also communicate with other children independently. We should always create such an environment in collective teaching.
2. Give children ample opportunities to learn to explore independently.
In the classroom, we should provide enough opportunities, give children moderate challenges, let them explore independently, and children will enjoy it. Pay attention to children's thinking track and understand and analyze children's learning methods. This can be done not in science classes, but also in other classes. When sorting out the photos of middle school classes, I found that the children in each photo were laughing and doing their homework happily. This discovery makes me feel that a lot of work is worthwhile.
3. Create necessary conditions for children to learn to express themselves. There are various forms of expression: painting, action, language, etc. Not much to say here.
(6) Less imitation and more personality.
Each of us is a unique self, so we should be good at analyzing ourselves: what are my strengths? What's my specialty? Am I good at creating situations or following the guidance of language? Then carry out targeted study and exercise, and gradually form their own teaching characteristics and teaching personality. Therefore, imitation is not a shortcut to your professional growth, and it is wise to learn from and reflect.
Stay away from the program, shed the gorgeous coat, and get out of the misunderstanding of imitation. Our teaching should return to simplicity, find a flawed truth and find a vitality.
Second, accumulate educational wisdom in classroom teaching.
(A) Teachers' classroom etiquette
1, let the eyes become the key to open the child's heart.
"Care-encourage-criticize-stop-praise"
2, master the child's name:
When dealing with children, we should follow the following principles:
(1) Call out every child's name sincerely.
(2) Don't give children nicknames, but you can call them nicknames.
(3) Remedy when forgetting the child's name.
3. Pay attention to your words and deeds.
In daily life, some gestures of the teacher will inevitably widen the distance between us and our children, such as holding our chest, pointing, pulling our children's clothes, staring at our eyes, hands akimbo and hands behind our backs.
(2) Take every collective activity seriously.
1, the choice of teaching content
2. The formulation of educational goals
Set goals and let children jump up and pick fruits. You can touch it too shallow to jump, and the child is not interested. If you can't touch the jump, the child will not be too interested, or the interest will not last long.
3, the use of means and methods should be just right.
(1) How to design problems in teaching activities
* Teachers should be enlightening when designing questions.
:: Ask questions in a timely manner.
* Questions must follow the cognitive rules of children in this class and be directed at all children.
* Questions must focus on the key points in teaching.
* The teacher's language should be attractive, and eye contact with children can stimulate children's interest.
* Give timely encouragement and affirmation to children's answers.
(2) The organization of teachers' classroom language.
* Give lessons to children in a sweet tone.
In teaching, gentle expression and tone like loving mother 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 soft tone.
* Pay attention to the introduction used in class.
Clever, natural and mysterious leads will make children naturally integrate into the teaching materials under the guidance of teachers and play a fascinating role.
* strive for logic and overcome randomness.
When using a language, teachers must make its content conform to the objective laws of things, use concepts accurately according to the logic of thinking, and avoid inconsistencies in the use of words. For example, some teachers like to say, "The best performer today is so-and-so, so-and-so ..." In fact, the word "most" expresses a unique meaning, but the teachers casually say a lot after the word "best". This seemingly insignificant little mistake will also have an impact on young children over time. Therefore, we should be cautious in using language, strive for logic and avoid making mistakes at will.
* Teachers' language should be humanized.
Respect for the child
Although children are small, they all have strong self-esteem. If the teacher is not careful, it may hurt the child's self-esteem and bring some negative effects to the child's mind more or less.
Equal communication
In previous teaching, we often said things like "Please do it well" and "Please follow me". Here, the teacher appears as a conductor.
The Guiding Outline of Kindergarten Education (Trial) promulgated by the Ministry of Education repositions the role of teachers and advocates that "teachers should be supporters, collaborators and guides in children's learning activities." That is to say, children are required to be treated as equal partners.
Always guide children's activities and support their exploration with discussion and discussion.
Teachers' language should be enlightening.
Encouraging and supporting children is an important prerequisite for their learning and development. When children encounter problems that cannot be solved correctly and feel discouraged and hopeless, teachers should help them and guide them to explore with positive language. For example, when carrying out scientific and technological activities, there are often children who are afraid to operate by themselves and always want to rely on teachers. At this time, the teacher can say: "You have worked hard, and it doesn't matter if you fail!" "Try it" and "Think again and you will know." "This matter should not be difficult for you." And so on such language to motivate children, these languages are undoubtedly a supporting force for children who are about to lose confidence, which can become the driving force for children to solve problems and enhance their confidence in completing tasks. When children have their own findings and opinions, teachers should encourage them in time, and don't be stingy with "well, that's great", "that's very kind of you" and "your idea is very special!" And so on such language, because these languages can give children great encouragement and stimulate their desire for further performance.
Teachers' language should be nursery rhymes.
For example, children in small classes have poor self-care ability and often wear their shoes backwards. When teaching children to wear shoes to distinguish between left and right feet, I didn't use boring preaching, but told them: "The shoes on the left are for dad, and the shoes on the right are for mom." Father and mother are good friends and never quarrel. " When teaching children to fold clothes, I told them: "Find buttonholes to make buttons, sleeves to make sleeves, clothes to bend over, hats to nod." These lively and catchy children's songs make children learn the skills of wearing shoes and folding clothes easily and naturally in a poetic atmosphere, which not only improves their self-care ability and aesthetic ability, but also cultivates their sentiment.
* Clever use of sign language.
(1) means sign language.
For example, children are still young and don't know many classroom behaviors. If it is only described in the teacher's language, it is difficult for children to remember it in a short time. In this case, teachers need to use some suitable and fixed sign language as an aid. For example, when the teacher always asks questions with a raised hand, after a period of time, children will be very familiar with the teacher's "raised hand" gesture, and when this action appears, they will naturally respond with "raised hand".
(2) Emotional sign language.
Emotional sign language refers to the gesture language used to express emotions according to the needs of teaching situation and atmosphere in the teaching process.
For example, if a child answers a question correctly, the teacher will give him a thumbs up, and he will feel the teacher's appreciation for him, so that his enthusiasm for answering questions will be greatly increased. Emotional sign language is used according to the actual needs of teaching, without any design in advance. Therefore, emotional sign language has the characteristics of timeliness and moderation.
(3) Image sign language.
Image sign language refers to the intuitive and vivid gesture language used by teachers according to the needs of teaching purposes and contents.
Image sign language is generally used to explain key points or break through difficulties and serve the realization of teaching objectives. Image sign language which accords with children's age characteristics is an effective means of kindergarten teaching.
(4) the dimension of reflection
* What are the teaching objectives? How many achievements have you made in the activity?
* Compared with before class, does the child get anything after class? What are the main gains?
* Do you pay attention to the teacher's teaching or the children's learning in class?
* Whether the teaching atmosphere is relaxed, harmonious, pleasant, democratic and harmonious.
* How much activity does the child have? How involved is it?
* Have you noticed every individual difference? Specifically: Do the fastest and slowest children make progress?
* In the teaching process, which part am I most satisfied with? Have I changed my original teaching plan? If it has changed, why should it be changed like this?
* Did the child operate it? What problems were found during the operation?
* If I take the same class next time, what adjustments will I make in my teaching? Why?
* Other classroom phenomena worthy of recording or reflection.