Teaching Reflection on Handmade Chrysanthemum Teaching Plan
The following are some aspects that may be involved in the reflection of the teaching plan of handmade chrysanthemum: ** 1. Achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - If the teaching goal was to let the child learn how to make chrysanthemums, then when reflecting, he should consider whether the child had really mastered the steps. For example, whether most children could make chrysanthemums according to the requirements in the steps of folding paper, cutting paper, and sticking. If there were some situations where children could not grasp it, it might be because the teaching steps were not clear enough, the demonstration speed was too fast, or the operation was too difficult for children. - For the targets that trained the child's finger flexibility, such as cutting straight lines, rolling lines, etc., the child's proficiency in the production process could be observed. If you find that many children have difficulty in bending or rolling the lines when cutting straight lines, you may need to add some pre-practice in the future teaching, such as simple paper-cutting games to improve the cutting ability, and simple rolling exercises with paper strips to improve the rolling skills. 2. ** Emotional goal ** - If the goal was to cultivate a child's feelings for beauty or love for chrysanthemums, then it could be judged by the child's attitude during the production process and the final product display. If the child showed a strong interest in handmade chrysanthemums, actively participated in the production, and was proud of his work, then the emotional goal was achieved. On the other hand, if the child's performance was more negative, it might be due to the lack of in-depth exploration of the beauty of chrysanthemums in the teaching process, such as not fully displaying the variety and uniqueness of chrysanthemums. ** 2. Teaching process ** 1. ** Introduction Stage ** - Some lesson plans used a flower pot to guide the child to observe the lack of flowers and lead to the desire to make chrysanthemums. If this method could arouse the child's curiosity and interest in making chrysanthemums, it would be a more successful introduction. However, if the child's reaction is dull, the introduction method may need to be adjusted, such as telling stories related to chrysanthemums, children's songs, or showing more interesting pictures and videos related to chrysanthemums. 2. ** Explanation and demonstration segment ** - It was important for the teacher to demonstrate clearly and use simple and easy to understand language. If the child had a confused expression or frequently asked some basic operational questions during the demonstration, it might be because the demonstration was not detailed enough or the language used to explain was inappropriate. For example, some words that children might not understand, such as " the long side of a rectangular shape " and " folding ", needed to be explained in a simpler and more intuitive way. - The speed of the demonstration was also very important. If it was too fast, the child might not be able to keep up, and if it was too slow, the child might lose patience. 3. ** Guiding children in the production segment ** - In the process of making children, teachers need to reflect on their guidance methods and key points. If the teacher paid too much attention to correcting the child's mistakes and neglected to encourage the child's creativity, it might dampen the child's enthusiasm. For example, if the shape of the chrysanthemum petals cut out by the child was different from the conventional shape, if the teacher only emphasized that it was cut according to the standard shape, it might suppress the child's creativity. - It was also worth considering whether the attention of teachers to children of different ability levels was balanced. For children with weaker abilities, whether they were given enough help, such as using scissors, sticking, etc. For children with stronger abilities, whether they were provided with expansive suggestions, such as how to make chrysanthemum more creative, etc. 4. ** End of segment ** - In the work display segment, whether it was effective to guide children to appreciate their own and other people's works, and to enhance children's self-confidence and aesthetic ability. If they simply displayed the work and did not guide the child to discover the beauty of the work, such as the color matching, the shape of the petals, and so on, then the role of this link would not be fully utilized. ** 3. Teaching Resources ** 1. ** Material preparation ** - Whether the materials are suitable for the child's age and operating ability. For example, if the scissors were too sharp or the paper was too hard, it might bring difficulties or even danger to the child's operation. - Whether the types and quantity of materials were sufficient. If the materials were insufficient, it might cause the children to wait or fight for the materials during the production process, affecting the teaching order and the children's production experience. 2. ** Multi-media Resources ** - If you use PowerPoint and other multi-media resources, you should consider whether the content is rich and vivid, and whether it can help children understand the characteristics and production methods of chrysanthemums. For example, whether the chrysanthemum picture in the PowerPoint was clear and beautiful, and whether the production steps were intuitive. Read more exciting novels for free
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