The problems encountered in the kindergarten class teacher's teaching
The kindergarten class teacher may encounter the following problems in teaching: 1. ** Teaching content and method ** - ** Too much and too difficult teaching content **: For example, if a five-year-old child in a large class is allowed to learn knowledge that is far beyond their ability to accept, and the child has not learned the basic writing and Pinyin yet, they will be taught more complicated math addition and substitution, sentence making, and other teaching methods. Moreover, the teaching content is out of touch with the teaching materials, and the books given are basically useless. The learning content is not in the books, which may cause the child to be unable to digest the knowledge. - ** Focus on results over emotional experience **: In teaching activities, teachers often use the "standard answer" as the evaluation standard. For example, in story activities, they only pay attention to whether the child can tell the standard answers such as the production process, but ignore the emotional experience of the child in the activity, such as the viewing guidance of the story scene, the emotional feelings of the character, etc. - ** Unreasonable questions **: The questions are not clear or lack challenges. They are mostly filled in the blanks or closed questions, such as "What is this?","Do you want it?","Is it right?","Do you like it?", etc. Children can answer without thinking. This is not conducive to the development of children's thinking and inquiry ability, and it is easy for children to develop bad learning habits. 2. ** Individual differences between students ** - ** Ignoring children with weak abilities **: In group teaching activities, it is easy to attach importance to children with active thinking, while neglecting introverted children with weak abilities, resulting in some children having very few opportunities to speak in class. 3. ** The characteristics of the teaching team ** - ** Imbalanced ratio of male and female teachers **: The number of male teachers is far less than female teachers. Although kindergarten leaders and children may like male teachers, male kindergarten teachers trained by colleges and universities rarely engage in early childhood education after graduation. - ** Younger teachers with shorter teaching experience **: The work of early childhood education is tedious and tiring. Teachers are prone to fatigue and resignation. Most teachers are new teachers who have just graduated and regard this job as a temporary residence. They lack long-term development plans. Experienced teachers will switch to other fields, resulting in the overall teaching experience of the teaching team being insufficient and the quality of the teaching team being low. - ** Low treatment of teaching staff, few welfare benefits **: The overall treatment of the kindergarten is low, and the welfare benefits are not guaranteed. It is difficult to maintain the basic living expenses with an income of about 2500 yuan. This makes the students of the pre-school education major unwilling to take up this job, affecting the stability and professionalism of the teaching team. - ** The overall professional development level of teachers is not high **: The entry standards of many private kindergarten teachers are not high, and the requirements for professional and professional qualifications are insufficient, resulting in the lack of professionalism of teachers. Read more exciting novels for free
A brief summary of the reflection on the teaching of the kindergarten teacher in the small class
The following is a brief summary of the class reflection: ** I. Combination of teaching content and children's interests ** - The teaching content should be suitable for the life experience and interests of the children in the small class. If they chose fruits that children were familiar with to carry out activities, they could better attract children to participate. However, in some themed activities, the children's interests may not be accurately grasped, resulting in the low participation of some children. ** 2. Teaching methods and early childhood development ** - Teaching methods suitable for the age characteristics of children in small classes should be adopted, such as game methods, visual demonstration methods, etc. During the activities, there should be more opportunities to think and try to develop the child's intelligence. However, in actual teaching, there may be situations where the teaching methods are not flexible enough, affecting the comprehensive development of children's abilities. ** 3. Nurturing children's discipline and rule awareness ** - The concept of discipline for children in small classes was weak and needed to be strengthened in daily teaching. Some children did not abide by the rules in games and other activities, reflecting the importance of cultivating the awareness of rules. The kindergarten teachers should pay attention to permeating the awareness of rules into all aspects of teaching. ** 4. Infant's individual differences ** - There were obvious individual differences among the children in the small class. Some were cheerful and generous, while others were more introverted. The kindergarten teacher had to teach them according to their aptitude. The special needs of each child may not be taken into account in teaching and need to be improved continuously. ** 5. Home Education ** - Maintaining close contact with parents was very important for early childhood education. The kindergarten teacher had to communicate with parents about the situation of the kindergarten and at home in a timely manner through various means, and discuss educational measures suitable for young children together. However, there might be room for improvement in this aspect. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for the kindergarten class
The following are some examples of teaching plans for kindergarten classes: ##1. The Little Dwarf Ascends the Stairs 1. ** Teaching goal ** - Let the children be willing to follow the teacher to do counting activities within 10. - Make sure the child can sing the numbers 1 - 10 in the correct order. - This will enable the child to sing the number according to the rhythm of the body movements and cultivate the child's ability to recognize the number. 2. ** Teaching preparation ** - [Learning Tool: Dwarf Finger Puppet, 10 steps ladder made of cardboard] 3. ** Teaching process ** - ** Game: Dwarves Climb the Stairs ** - The teacher operated the paper doll to tell the story: The dwarf wanted to climb the stairs to play. As he climbed the stairs, he sang the number 1 - 10 rhythmically. After climbing the stairs, he jumped happily and waved to the children. - Ask the child to point at the table or a certain part of the body. The teacher will control the small paper puppet. The teacher and the student will learn the dwarf's singing rhythmically and repeat it. - The child manipulated the little finger puppet to play the game of singing up the stairs. The teacher observed the child's singing. For the child who could not sing correctly, the teacher could operate the teaching aid to play the game with the child and lead the singing. - ** Music Game: Ten Dwarfs ** - The teacher asked the ten children to be dwarfs. The teacher gently patted the children's heads as he sang the song "Ten Dwarfs." - He could also use his ten fingers as ten dwarfs and sing while sticking out his fingers. - ** Outdoors game: Kids go up the stairs ** - He brought the children to the stairs outside the classroom and sang by the stairs. ##2. Ladder Game Teaching Plan 1. ** Teaching goal ** - Let the child grasp the order of the numbers 1 - 10 and be able to count them accurately and quickly. - Cultivate children's cooperative spirit and ability to cooperate, let them feel the joy of teamwork in the game. - To improve children's running ability, strengthen their physical fitness, and explore and understand the basic situations in life through games. 2. ** Teaching content ** - The ladder game. 3. ** Teaching session ** - ** Introduction and preparation of the game ** - The teacher introduced the rules of the ladder game to the children and asked them to line up in a row. Everyone stood on the first step of the ladder to remind the children to pay attention to safety. - ** Game Rules ** - Each step of the ladder had numbers 1 - 10 written on it. The child had to step on it and read the numbers out loud. Only one step could be taken at a time, and only after one step could the next child go up the stairs. If they stepped on the wrong number or did not follow the order of the steps, they would have to go back to the starting point and start again. - ** Game implementation ** - The teacher led the children to play the game. The children took turns to climb the stairs and read out the numbers loudly. When all the children reached the top floor, they were encouraged to return to the starting point and play the game repeatedly. If the child makes a mistake, the teacher can give a hint. - ** Game summary ** - At the end of the game, the teacher led the children to summarize the game experience, such as the skills to climb the ladder faster and the ways to avoid making mistakes. Finally, praise the children's performance and strengthen their practice to make them more familiar with the order of numbers and improve their cognitive ability and cooperation ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The problems encountered by children playing with the paddling pool in kindergarten
The kindergarten teacher's teaching essay, 2000 words
The following is a 2000-word essay by a kindergarten teacher: ** I. Discipline Management and Guidance ** In the teaching process of the middle class, discipline management was an aspect that needed constant attention and optimization. The children in the middle class were at an active age. They were energetic and curious about everything around them. For example, it was often challenging to get children to switch from excitement to quiet classroom learning after breaks or free activities. Sometimes, simple command-based management was not effective. For example, I only shouted at the children to stop running." Stop, don't run. Be careful not to fall!" Although they would stop for a while, the effect was usually short-lived. The children might only obey temporarily because they were afraid of the teacher's authority, but they did not really understand why they could not run. Therefore, he needed to find a more proactive and guiding method. Later, I tried to use gamified methods, such as " Please do this with me…" When the children were playing, I clapped my hands and made movements such as slapping my shoulders and wrists. The children were quickly attracted by this familiar interaction in the children's channel. They all responded," I'll do it like you…" and did the same thing. This method took advantage of the children's nature of playing and imitating, guiding their behavior in a relaxed and happy atmosphere. When I finally made a quiet gesture and sat down on the small chair, the children naturally quieted down and returned to their seats. This method not only effectively managed discipline, but also enhanced interaction and intimacy with the children. ** 2. Pay attention to individual differences and language education ** In the teaching process, every child is unique, and there are significant individual differences in their language development. This difference was especially obvious in the game activities of the middle shift. Some children spoke like adults, expressing themselves coherently and using rich words. They could clearly describe their feelings about the game. For example, in the sharing session after the game, some children would say," I played the construction game today. I built a super big castle. There's even a moat in the castle." For children with strong language skills, we can give them higher-level guidance, such as encouraging them to describe the details of the castle, the problems encountered during the construction of the castle, and how to solve them. However, there were also some children with poor language skills who might have difficulties in pronunciation, word usage, or expressing complete sentences. For these children, they needed to start from the most basic pronunciation and gradually guide them from words to words, and then from words to sentences. In the game, we can give them more attention and opportunities to guide. For example, when playing role-playing games, he could guide them to imitate simple character conversations. For example, in the Doll's Home game, encourage them to say," Baby, be good. It's time to eat." Simple sentences like that. According to the characteristics of children's language learning, we communicate with children individually in the game activities, giving appropriate responses and guidance according to different children's language levels; on the other hand, we encourage children to communicate individually. By creating a rich language learning environment, children can improve their language skills in the natural environment of games. ** 3. Education about love and family cooperation ** The children in the middle shift often received a lot of love in their families, but sometimes this love could lead to indulgence. In daily school life, some children were overly dependent on their parents. For example, one time at the beginning of school, I saw Jianyu, a child in the upper class, running to the classroom by himself. His grandfather followed behind him with his schoolbag in his hand. The child even urged his grandfather impatiently. This reflected the possibility of over-caring for children in the family. As a teacher, he should be aware of the negative effects of spoiling a child. Spoiling children might make them think that all love is taken for granted, thus lacking the ability to live independently, and might even affect their happiness. We need to form a consensus with the parents, cooperate with each other, and educate them in unison. They had to help parents correct their attitude towards their children, cultivate their children's good character, and love them without being spoiled. In daily teaching, they could communicate with parents about their children's growth through parent-teacher conferences and parent groups, and share the correct educational concepts. For example, explaining to parents the importance of letting children do things within their abilities, such as dressing themselves and packing their bags. At the same time, they could also give parents some specific suggestions, such as setting some small tasks at home for their children to complete, giving appropriate rewards, etc., so as to cultivate their children's sense of responsibility and independence. ** 4. The influence of emotions on children and teachers 'self-reflection ** The teacher's emotions had a huge impact on the child during the teaching process. Just like myself, I always walked into the classroom with a straight face. This might send the wrong signal to the children, making them mistakenly think that the teacher didn't like them. This effect could be seen from the feedback from the children's essays. The children described the teacher's gaze as machine guns, full of lethality. This made me realize that a teacher's smile is one of the best ways to educate. Smiling, asking questions, listening, reminding, and correcting the child's behavior could make the educational behavior full of warmth and affinity. As a teacher, he had to constantly reflect on himself. He had to look at the problem from the child's point of view and understand their feelings. For example, when a child makes a mistake, he can't just criticize him blindly. Instead, he should calm down and understand the cause of the matter with a peaceful attitude. He should guide the child to recognize the mistake and correct it. In the design of teaching activities, the children's interests and acceptance should also be considered. The content that was too boring or difficult should be avoided so that the children could learn and grow in a relaxed and happy atmosphere. ** 5. Take advantage of educational opportunities in life ** Life was full of educational opportunities. As a middle class teacher, he had to be good at discovering and utilizing these opportunities. In daily kindergarten life, there would be all kinds of small episodes that could become educational material. For example, there was once when a dragonfly flew into the classroom and attracted the attention of all the children. At this time, don't be in a hurry to calm the children down. Instead, you can take advantage of the opportunity to carry out educational activities about dragonflies. You can first ask the children if they know what kind of insect it is, and then tell them that dragonflies are beneficial insects that eat mosquitoes. The baby of dragonflies also eats the baby of mosquitoes. They are heroes who protect us. In this way, the natural science knowledge was naturally integrated into the life scene, making it easier for the children to accept and understand. For example, in daily activities, if a child helped others, they could praise the child in front of the whole class in time and encourage everyone to learn from him. This kind of positive motivation could stimulate the children's good behavior and create a positive class atmosphere. In the middle class of kindergarten, teachers should pay attention to the growth of children from many aspects, including discipline management, individual differences, family cooperation, emotional management, and seizing educational opportunities in life. Through continuous exploration and practice, it provided a good environment for children to grow up and promote their healthy development in many aspects such as physical, psychological, and social interactions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Praise the kindergarten teacher's teaching method
Here are some ways to praise the kindergarten teacher's teaching methods: ** I. From the perspective of stimulating children's autonomy ** 1. ** Cultivate self-care ability ** - You pay great attention to the cultivation of children's self-care ability in your teaching. You don't easily take care of them, but cleverly give the children the opportunity to do things themselves. This would help children get rid of over-reliance and allow their self-care ability to gradually grow in practice. This approach was very consistent with the long-term goal of early childhood education. 2. ** Guide and actively explore ** - You are good at guiding children to take the initiative to explore. You don't tell them the answer directly, but inspire them to discover and solve problems by themselves through clever demonstration and interaction. This not only allowed the children to gain knowledge in the process of exploration, but also cultivated their proactive learning attitude. ** 2. In terms of teaching content and activity design ** 1. ** Interesting import and interaction ** - Your teaching input is very outstanding. Whether it's creative rhythm or enlightening conversation input, it can quickly attract the children's attention. Moreover, they would interact with the children during the process and let them actively participate in the teaching. This greatly increased the children's interest in learning. - You can skillfully adapt children's songs or rhythms, turning common materials on the Internet into unique teaching content, avoiding the same pattern. This shows your unique ingenuity in the design of teaching content. 2. ** Teaching in accordance with one's aptitude and all-round development ** - You are able to implement different classes according to the different characteristics of the children, which shows your teaching wisdom. Your teaching content covers children's cognitive, emotional, social, artistic, sports, and many other aspects of development. The curriculum is rich and diverse, from indoor mathematics, language, embroidery, weaving area, to daily activities such as cooking, and then outdoor sports. You promote the growth of children in all aspects. ** 3. In terms of evaluating young children ** 1. ** Precise evaluation ** - Your evaluation of children is no longer a simple and general term, but a more specific and precise development. This kind of evaluation method can let the children clearly know their strengths and weaknesses, and at the same time, let them feel that you have a deep understanding of them, which will help them better develop their own abilities. ** 4. In terms of teaching attitude and professionalism ** 1. ** Active learning and improvement ** - You actively participate in political studies, earnestly understand the spirit of your superiors, and study various professional books and magazines to continuously improve your professional quality and teaching ability. This positive attitude has set a good example for children. 2. ** Patience and dedication ** - In the face of children with different personalities and uneven foundations, you showed great patience and organized teaching activities in an orderly manner. Whether it's daily teaching or the school's reception tasks, you can calmly accept, carefully prepare, and successfully complete the task, fully demonstrating your professionalism. 3. ** Build a harmonious teacher-student relationship ** - You often go deep into the children. In addition to teaching and coaching, you also understand the children in detail and establish a democratic, equal and harmonious teacher-student relationship with the children. This has a positive effect on the emotional development and learning effect of the children. 4. ** Teaching rigor and innovation ** - You prepare your lessons meticulously and have rich teaching content. You can absorb new results and constantly update the teaching content. The choice of teaching methods and methods was also very appropriate. The implementation of elicitation teaching was to teach students according to their aptitude. You have been constantly creating new ideas in your teaching, using special methods such as game-based teaching to let the children learn happily. This is a very rare teaching quality. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Praise the kindergarten teacher's teaching is not boring
The following were some sentences that praised the kindergarten teachers for not being boring: ** I. From the perspective of the variety of teaching methods ** 1. Your teaching is like a colorful magic show. Every knowledge point is like a surprise from a magic hat. The children are immersed in it and don't feel bored at all. 2. Teacher, your classroom is like a playground full of fun. The various teaching methods are as rich and varied as the amusement facilities. The children learn in joy and never feel that learning is a boring thing. 3. Your teaching method is like a treasure chest full of treasures, constantly changing its style, allowing children to learn while exploring. There is no sense of boredom, only a desire for knowledge. ** 2. From mobilizing the child's enthusiasm ** 1. A kindergarten teacher, you are always like a magical magician, easily mobilizing the enthusiasm of the children, making every moment of teaching full of vitality. Boring has never appeared in your classroom. 2. You are like an energetic guide, always able to subtly stimulate the children's interest, making your classroom full of vitality. The children are deeply attracted and don't know what boredom is. ** 3. From the perspective of creating a classroom atmosphere ** 1. Teacher, the classroom atmosphere you created is like a sea of joy. The children swim in it and are surrounded by your interesting teaching. It's boring like a boat that has never been close to this sea. 2. The classroom you built is like a fairytale world full of laughter and laughter. Children learn happily under your guidance. The boredom has long been driven away by this pleasant atmosphere. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The teaching plan template and reflection of how to teach in a small class of a kindergarten teacher
"Teaching plan template and reflection for kindergarten teachers in small classes" ** 1. Teaching plan template ** 1. ** Teaching goal ** - Knowledge and Skills: Small children can recognize simple shapes (such as circles and squares) or name common animals (such as kittens and puppies). - Emotional and attitude goals: to stimulate children's interest in learning content, so that children feel happy and actively participate in the classroom. 2. ** Teaching Difficulties ** - Important points: For example, let the child accurately distinguish between colors (red and blue). The difficulty may be to let the child describe the characteristics of the color with simple words. 3. ** Teaching Method ** - Game teaching method: Through playing games, children can learn knowledge, like playing a game of "finding colors" to recognize colors. - The intuitive teaching method was to show real objects or pictures, such as showing a picture of a kitten to let the child know the kitten. 4. ** Teaching process ** - lead-in portion - Use an interesting activity or story to introduce it. For example,"Children, today the teacher will take you to a magical place. Once upon a time, there was a small animal park. There were many small animals living there. Let's go and see who was there." - body portion - New knowledge imparted. If they knew animals, they would take out their animal cards."Look, this is a kitten. Kittens meow." Then, he asked the child to imitate the kitten's meow. - In the interaction segment. The children were divided into groups. Each group was given some animal cards. They were asked to tell each other the names of the animals on the cards and imitate the sounds. - summary section - He briefly reviewed the content of today's lesson."Children, today we got to know kittens and puppies. We even learned their meows." - ending portion - End it with a relaxing activity, such as singing a children's song about small animals. 5. ** Teaching Resources ** - You need to prepare animal cards, color cards, storybooks, and other related teaching resources. ** 2. Reflection on Teaching ** 1. ** Strengths ** - The game teaching method was more effective. For example, in the "find color" game, the children were very actively involved. Most of the children could accurately find the corresponding color, which improved their cognitive ability of color. - The introduction part was very attractive to children. The introduction of the story allowed the children to quickly enter the classroom. They were all looking forward to what was in the small animal park. 2. ** Not enough ** - The interaction segment was a little chaotic. After the children were grouped, some children were too excited and did not listen carefully to the other children saying the names of the animals. Next time, they could improve the grouping method and add some rules. - The summary was a little rushed. He only briefly reviewed the names of the animals he had learned and did not emphasize the characteristics of the animals again. He could be more detailed next time. 3. ** Modification measures ** - In the interaction segment, the rules were explained to the children in advance, and each group was arranged with a small assistant to supervise, ensuring that every child could participate. - In the summary section, in addition to reviewing the animal's name, he briefly described the animal's physical characteristics, such as "kittens have pointed ears and long tails." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The summary and reflection of the class teacher's teaching
The summary and reflection of the class teacher's teaching included many aspects: ** 1. Student Management ** 1. ** Teach according to your aptitude ** - Different types of students needed different ways of caring. For the weak students, care was reflected in the details, such as paying attention to their physical condition, preparing emergency money or daily necessities, etc. For example, they would set up a small bank for students with poor physical fitness in the class to store their spare change in case of emergency, and prepare sanitary pads for girls. - Disabled students needed proper care. These students were sensitive and had a strong sense of inferiority. If they were not treated properly, things might go against their wishes. If there was a girl in the class who had cancer and lost her hair, the class teacher would give her warmth and confidence by letting the whole class wear a little red riding hood. - The wrong person needs the love of trust. When a student lost money in the class, the form teacher would give each student a red packet to let the student return the money. This showed his trust in the student, and this trust would be remembered by the student. - The teachers and students needed to cherish their love. When a student cares about a teacher, the teacher should cherish the trust and love of the student. For example, when a student buys medicine for a teacher who has sore throat, even if the purchase is wrong, it reflects the student's feelings. The teacher should cherish this kind of emotion. 2. ** Understand the psychology of students deeply ** - Some students behaved differently at home and in school. Some students were lazy, playful, indifferent, overbearing, and so on at home, but they were good students in school. The form teacher had to truly enter the hearts of these students and understand their family background and other situations. For example, for students who were free and undisciplined due to their special family environment (such as lack of maternal love, being spoiled, lack of father's discipline, etc.), the class teacher had to start from the student's strengths through heart-to-heart talks and other methods to help the student change their consciousness and behavior. 3. ** Build a good teacher-student relationship ** - The form teacher had to become a close friend of the students. He had to greet and care for the students before and after class, treat the students 'mistakes well, see the students' strengths when reasoning with the students, and educate the students according to their personality characteristics. ** 2. Class Management ** 1. ** Safety Education ** - Safety education was of utmost importance. Students should be taught to respect and revere life. For example, the first month of school would be designated as "Safety Education Month." The first lesson would be about safety education, emphasizing safety regulations inside and outside the school. Students would be asked to memorize the necessary safety regulations. Safety education would be emphasized again in December and other periods. 2. ** Civilized Education ** - Civilized education could not be ignored. Students should be guided to learn rules and regulations such as the Code of Secondary School Students and the Daily Rules of Secondary School. Through the division of labor between the class committee and the group, they would carry out inspections, supervision, and conduct evaluation activities to raise the students 'awareness and conduct standards. 3. ** Class Organization Construction ** - ** Class cadre training **: Through observation and assessment at the beginning of the semester, democratically elect students with a sense of responsibility, potential, and ability to form a class committee. During the semester, class committee meetings were held many times to let the class committee members summarize, report, and reflect on themselves to stimulate their sense of responsibility, autonomy, and communication skills. - ** Class group help each other **: Divide the class into groups. The groups compete in terms of behavior, discipline, learning goals, etc. This helps students form a sense of teamwork and honor. - ** Themed class meeting **: Themed class meeting will help guide the growth of students in terms of thinking and behavior. ** 3. Self-improvement ** The form teacher had to constantly reflect on whether his reasoning and education were appropriate. When educating students, one had to prepare as carefully as preparing for lessons and find an entry point that suited the student's personality. Otherwise, it might cause the student to feel depressed and affect the student's understanding and self-confidence. At the same time, the form teacher had to establish her own prestige. She had to be strict with the students and respect and care for the students. She had to be anxious about the students 'worries in her daily life and work, think about what the students thought, and care for every student with a motherly heart. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The teaching plan of the art class in kindergarten
The following is a lesson plan for the kindergarten middle class art class, Sweet: ##1. Teaching objectives 1. skill target - Able to use hand movements in a more coordinated manner for related art creation (such as kneading plasticine). - Learn how to add or combine appropriate elements to the three-dimensional model (such as installing small rods on the sphere, etc.). 2. Emotional and cognitive goals - Appreciate the work of oneself and your companions, and experience the joy of success. - Further learn to carry out art activities evenly within the specified range, and develop good habits such as bold colors and uniform painting (if it involves painting and other operations). ##2. Teaching Materials Lollipops, plasticine, straws (Take "Sweet Candy" as an example), or materials related to the "sweet" theme, such as colored paper, crayons, glue, etc.(If you create other sweet things, such as candy paintings, etc.). ##3. Teaching process ###(1) Introduction 1. Guess. - The teacher aroused the interest of the children, for example, saying,"Children, the teacher's pocket is bulging. There is a mysterious thing in it." He guided the children to guess. - He added,"Listen, there's still a sound. Let's guess again." And then reveal that the answer is sugar (if sugar is the theme). - Then he asked,"What kind of sugar is it?" draw out the main topic, ie the lollipop, etc ###(2) Observation and Cognification 1. observe things - If it was a lollipop theme, the teacher would show the lollipop and guide the child to observe its appearance. - Guide the child to describe, such as,"What shape is the candy on it? What about the rest?" Help the child describe the candy in a coherent manner, such as "The candy above is round, and the stick below is long." - You can ask the child if he has eaten other types of related food (such as other shapes of sugar, etc.). ###(3) Creation 1. teacher demonstration - If you want to make a lollipop (Take "Sweet Candy" as an example): - The teacher chose the plasticine that he liked and placed it in his hand. As he was doing it, he said,"Children, first put the plasticine in your palms, then rub your hands together like this. Gently, rub it into a round ball." - Then he demonstrated,"Look, the teacher pressed a beautiful tail on it (insert a straw, etc.), and it became a beautiful lollipop." - If it was drawing candy or other creations: - The teacher demonstrated the shape of a candy on the blackboard or drawing paper, such as a round or square candy body, plus details such as curved candy paper, and explained the steps while drawing. 2. Game Rules - Set rules for the production or painting process. For example,"When you're doing crafts or painting, you can't make any sound with your mouth. You have to be quiet." - "You can't snatch things from others. If you're drawing, you can't draw beyond the scope of the paper." 3. Infant Operation - Children began to create their own works, such as making lollipops, drawing candies, and so on. - The teacher gave individual guidance and reminded the child to pay attention to the key points of the operation (such as gently rubbing the plasticine into a circle, etc.). ###(4) Showing and Sharing 1. works show - The teacher chose a few children's works to display. - He guided the other children to admire the painting and asked,"Look at the children's drawings. Are they beautiful?" 2. share their feelings - The teacher asked the child if he was happy today. - Guide children to learn how to share happiness, such as saying,"When children have happy things, they must learn to share with others." (If you make lollipops, you can let the children imagine sharing them with other classes.) <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of the kindergarten class
The following is a reflection on the lesson plan for the kindergarten class: ** 1. Teaching objectives ** - ** Achievement **: The teaching goal is to let the child understand the story and be interested in the big and small objects. At the same time, he will experience the joy of creating different brushes. From the perspective of the teaching process, if the child showed an active participation and exploration attitude when arranging the size of the objects and creating with different brushes, then the goal was achieved to a certain extent. For example, when a child could arrange items such as coins and teacups according to size and actively try to use large and small brushes to draw, it meant that they had an understanding of the concept of size in the story and also experienced the difference in creation with different brushes. - ** Direction for improvement **: The concept of size in the story can be more clearly associated with the size of the brush. This connection can be strengthened in the storytelling segment so that children can understand the goal more deeply. For example, in the process of telling the story, he would mention guiding questions such as what would happen if he used a big brush to draw the big objects in the story and a small brush to draw the small objects. ** 2. Teaching preparation ** - ** Abundance **: Various brushes of different sizes, such as brushes of different sizes, rollers, brushes, etc., as well as the real objects in the story, painting paper, etc. These preparations were sufficient, providing a wealth of material for children to understand the concept of size and painting. - ** Space optimization **: It can add some items of different sizes that are closer to children's lives, such as children's own big shoes and small socks, so that children can easily establish a connection between the concept of size. In addition, in terms of the preparation of the paint, they could choose more interesting edible paint or paint with a special smell to enhance the child's sensory experience. ** 3. Teaching process ** 1. ** Know the big and small links ** - [Effect: By displaying real objects, the children can recognize their sizes. This is a relatively intuitive teaching method.] Children could see and compare the size of objects intuitively, which helped them establish the concept of size. - ** Enhancement **: It can increase the interaction. For example, let the children find the big and small items in the surrounding environment first, and then display the size of the items. This can increase the active participation of the children. 2. ** Storytelling segment ** - [Attraction: Drawing the moon while telling the story can attract the attention of children.] However, there may be situations where the content of the story is not closely related to the child's life. - ** Enhancement measures **: The moon in the story can be replaced with food commonly seen by children, such as small cakes. A big brush can be used to draw a big cake, and a small brush can be used to draw a small cake. This will make the story more close to the children's life experience and enhance the attraction of the story and the children's understanding. 3. ** Selection of paintbrush segment ** - ** Guidance **: Guiding the child to arrange the brush size and choose the brush that he likes is a very good self-selection process. However, there might be some cases where the introduction of some special brush functions was insufficient. - ** Perfection strategy **: When introducing the brush, you can explain in detail that the roller brush can draw continuous lines and is suitable for drawing long roads, so that children can better understand the characteristics of different brushes and have more creativity in their creation. 4. ** Creation segment ** - ** Children's performance **: Children can experience different creative pleasures when using different paintbrushes. However, due to the limited drawing ability of children in small classes, they may not know what to draw or the layout of the picture may be unreasonable. - ** Guidance Strategy **: The teacher can provide more themed guidance in this segment, such as " We will use large strokes to draw a big sun and small strokes to draw small flowers ", etc. The teacher can also give a simple demonstration on the layout, such as what to draw in the center of the picture and what to draw around it. 5. ** Work appreciation segment ** - ** Interactivity **: Organizing children to appreciate each other's works is conducive to communication and learning between children. However, there might be situations where young children did not know how to evaluate other people's works. - ** Guide and improve **: The teacher can give a simple evaluation direction before appreciating, such as " Let's see if he used a big brush to draw the big thing "," Is the color of his painting very beautiful ", etc., to guide the child to appreciate and evaluate the work from different angles. ** 4. Teaching Extension ** - ** Expandable **: The extension of the teaching includes indoor free wall painting and outdoor observation of paintings. This helps children consolidate the knowledge they have learned in class and expand their horizons. - ** Additional suggestion **: You can increase the extension of the family. For example, let the children go home and create a family painting with their parents with large and small brushes. This will enhance the parent-child interaction and strengthen the teaching effect. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>