Regular Development Record Form for the First Class of the kindergarten
The following is an example of a regular kindergarten class record: |inspection item| Primary Class Teacher's Target| Nurse Teacher's goal| Children's goals| |----|----|----|----| |morning check| Warm reception of children; touch, look, ask, and check| organize morning activities; assist in morning checkups| Say hello politely| |drinking| To organize the children into groups and be responsible for the safety of the children who drink water. When the children need water, they should be given water at any time.| The water cups should be disinfected before the children use them, and the class should be guaranteed to have boiling water at all times, and the children should be reminded to drink water in time.| Children can put the cups in a fixed place in the cup cabinet, and children can queue up to drink water in an orderly manner.| |toilet| To organize the children to go to the toilet in an orderly manner and ensure that all the children are within their field of vision.| Teach children to wash their hands properly after going to the toilet; manage the safety of children in the bathroom| Children can wash their hands in the correct way; Children can find their own towel to wipe their hands after washing their hands.| |meal| Half an hour before the meal, organize the child to have quiet activities; create a pleasant and quiet dining environment, do not deal with the child's problems, do not cause the child to cry, make the child calm down and eat actively; pay attention to inspection, take good care of the child, gently and kindly guide and help the child to control the eating skills, cultivate civilized behavior habits and good habits after eating.| Guide the students on duty to clean the dining table and prepare the cutlery. When the children eat, the teacher does not mop the floor or sweep the floor.| Quiet, independent and orderly take tableware, food, correct eating posture, can keep the table and floor clean, can consciously wipe mouth after eating| |afternoon nap| After lunch, organize the children to go to the toilet and sleep, stop talking and laughing loudly, and create a quiet lunch break atmosphere. The teachers in the small class will help the children put down their pillows, pull open their quilts, and take off their clothes. They will cover each child with quilts in a timely and meticulous manner, correct their bad sleeping posture, and cultivate the good habit of sleeping on their right side or on their back without covering their heads.| Open the window for ventilation half an hour before the child goes to bed.| - | Of course, different kindergarten may adjust and supplement the content and goals according to their own educational philosophy and actual needs. Read more exciting novels for free
How to fill in the kindergarten middle class development score form
Different kindergarten classes might have different content and filling requirements, but you can generally refer to the following aspects to fill in: * * 1. Health ** 1. * * Physical and mental condition ** - * * Have a healthy body ** - If the child's height and weight were within the appropriate range (boys were 100.7 - 119.2 cm tall and weighed 14.1 - 24.2 kg; girls were 99.9 - 118.9 cm tall and weighed 13.7 - 24.9 kg), and they could maintain the correct standing, sitting, and walking posture under the reminder, they could be given a good evaluation. - * * Emotions calm and happy ** - If the child often maintained a happy mood, could quickly ease when he was unhappy, and was willing to tell his emotions to close people to share happiness or seek comfort, the evaluation should be better. - * * Able to adapt ** - Children who were able to move about in a hot or cold outdoor environment for about half an hour and had less physical discomfort when changing to a new environment would receive a corresponding positive evaluation. 2. * * Action Development ** - * * Has a certain balance, coordinated movements, and agility ** - Observe whether the child can walk steadily on a narrow and low object for a certain distance, crawl in a variety of ways, jump a certain distance with a run-up, and continuously throw and catch the ball more than three times. - * * Has a certain amount of strength and endurance ** - The score would be based on how long the child held the bar in the air with both hands (e.g. about 15 seconds), how far he threw the sandbag forward with one hand (e.g. about 4 meters), and how far he jumped forward with one foot (e.g. about 5 meters). * * 2. Learning and Development ** 1. * * Language * - * * Listen ** - Give appropriate evaluations to children who like to listen to short and simple children's songs and stories and can understand the content and remember the main characters. - * * Reading interest ** - Children who like to read picture books, can read quietly, and know how to take good care of books can get a better evaluation. 2. * * Social Communication Skills ** - Children who liked to hug familiar people, could remember the names of most of the children in the class, had a sense of security and belonging, and liked kindergarten life should be rated better in this regard. 3. * * Scientific inquiry ability ** - Knowledge of common candies, fruits, and vegetables and a simple understanding of their taste and appearance characteristics, interest in the dissolving speed of sugar (such as knowing that white sugar melts faster than fruit candy), etc. can be used as the basis for evaluation. 4. * * Understanding Mathematics ** - Children who could compare the number of objects in the two groups through a one-to-one correspondence method, perceive "more","less", and "the same amount", and could match and simply classify the objects according to their appearance and characteristics would receive corresponding scores. 5. * * Art experience ** - Children who are interested in beautiful colors and shapes in the environment, like to do imitation exercises, listen to music, imitate the movements of small animals in morning exercises, follow the rhythm of music to express songs with movements, use plasticine to shape, and recognize red, yellow, blue and other colors and are willing to choose colors to paint can get a better evaluation in terms of artistic experience. * * 3. Self-care ** 1. Children who knew how to wash their hands before and after eating, knew that eating too much sweet food was bad for their teeth, and rinsed their mouths after eating under the teacher's reminder, could eat independently, and were not picky about eating fruits and vegetables had a better evaluation of self-care. 2. Children who could use chopsticks safely, eat quietly and happily, were not picky about food, could wear shoelaces, wear clothes and take off clothes in an orderly manner, sleep quietly, had good hand-eye coordination to operate materials and tools, could wash their hands correctly, use paper towels and keep their clothes neat, knew how to protect their five senses, and had good hygiene habits could be graded according to their actual performance. * * 4. Morality and social ability ** 1. Children who respect their elders, treat others politely, abide by the rules of the class and the park, believe that they have the ability to complete simple tasks, are willing to interact with others, love their peers to help each other, love the kindergarten and the collective, are willing to do things for the class, take care of toys and take the initiative to return items to their original places, will be evaluated in terms of moral character and social ability. 2. During the evaluation, different grades (such as A, B, and C) could be given according to the child's ability to do it, ability to do it with reminders or assistance (more than 50% of the complete achievement), and inability to do it (less than 50% of the complete achievement). At the same time, when filling in the score form, it was necessary to combine the usual observation of the child and evaluate it objectively and fairly. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Regular Pest Control Record Form
We can get the contents of the regular pest control record form, including the date of the killing, the location of the killing, the agents used for the killing, the inspection of the killing effect, the executor, and the remarks. The purpose of this log was to record and track the killing activities to ensure the hygiene and safety of the site. The specific template could be customized according to the needs, but it usually included the above content.
Canteen Regular Deinsectization Record Form
The record form of regular pest control in the canteen needs to be filled with the date, location and area of the pest control, the materials used for the pest control, and the operator. The killing date can be arranged regularly according to the needs. The killing location can be in various areas of the canteen. The material used for the killing can be the disinfectant solution. The killing operator can be the designated staff. The specific template of the record form could be found in the relevant library or website and downloaded for use.
The template of the inspection record form of the kindergarten faucet
The following is a template for a kindergarten faucet inspection record: |date| inspector| examination content| inspection results| remark| |----|----|----|----|----| | | | ||| | | | ||| | | | ||| More inspection contents could be added according to actual needs, such as whether the faucet was aging and whether the water from the faucet was normal. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the October feedback form for the kindergarten class?
The following is an example of a kindergarten feedback form for October: ** 1. Basic Information ** 1. [Child's Name: Child's Name] 2. [Current Class: Class 1] ** 2. Overall satisfaction with the learning activities in October ** 1. On a scale of 1 - 5 (5 is very satisfied), I give this month's learning activities a score of [X]. ** 3. Thoughts on the design of learning activities ** 1. ** Lively and interesting in line with the age of the small class **: The design of the learning activities this month is largely in line with the age characteristics of the children in the small class. Most of the activities were presented in simple, intuitive, and interesting forms. For example, many activities used colorful teaching aids, cute animated images, or interesting children's songs, which attracted the children's attention and allowed them to actively participate in the activities. 2. ** Can encourage children to actively explore and operate **: The activity provides many opportunities for children to explore and operate by themselves. For example, in the activity of recognizing shapes, children could build with blocks of different shapes and try to feel the characteristics and combinations of shapes through their own attempts. This would help to cultivate children's hands-on ability and exploration spirit. 3. ** The teacher can pay attention to the child's performance and give guidance **: The teacher showed a high degree of attention during the activity. Whether it was the child's positive performance in the classroom or when he encountered difficulties, the teacher could give affirmation or help in time. For example, in a painting activity, when the child did not know how to draw, the teacher would patiently guide the child to start from simple lines and gradually develop his imagination. ** 4. The child's development in this month's activities ** 1. [Language expression: The child has made some progress in language expression.] At first, he could only say simple words, but now he could say some short sentences. For example, under the influence of story-sharing activities, children could now simply describe the characters or objects in the story, such as expressions like "kitten, eat fish." 2. [Movement Skills: There has also been some progress in movement skills.] After some sports games and manual activities, the child's fine hand movements had been trained. Now he could eat with a spoon and draw with a colored pen. 3. ** Emotional attitude **: The child's emotional attitude has become more positive and cheerful. In the game with his friends, he learned to share and cooperate. When he saw other children in trouble, he would take the initiative to help and show a caring attitude. 4. ** Study Habits **: Initially formed some good study habits. For example, every day after arriving at kindergarten, he knew that he had to put away his small bag first, then sit on a small chair and wait for the activity to start. In class, she could also maintain a certain level of concentration under the guidance of the teacher. ** 5. Level of understanding of the child's learning content ** 1. [I know a lot about children's songs, songs, and art works that my child has learned.] The children would often hum nursery rhymes they had learned in kindergarten at home, such as "Two Tigers", and they would also show the paintings they had drawn in kindergarten. ** 6. The content of the kindergarten activities that you want to know ** 1. ** Daily activities **: I hope to know more about the details of the child's daily activities such as eating, drinking, and napping, such as whether the child's appetite is stable and whether the napping is regular. 2. ** Sports activities **: To know the specific performance of the child in sports activities, such as the child's strengths and weaknesses in different sports, so that the child can be guided to exercise at home. 3. ** Game Activity **: I want to know the type of games my child plays in kindergarten and the child's role preferences in the game so that I can better interact with my child at home. 4. ** Learning activities **: In addition to the content of the learning courses that you already know, you also want to know about the follow-up learning plans of the kindergarten so that you can prepare the relevant knowledge at home in advance. ** 7. The biggest change since the child entered the kindergarten ** Since the child entered the kindergarten, the biggest change was that he became more independent and confident. Before entering the kindergarten, children were very dependent on their families and needed the help of adults for many things. However, after studying and living in kindergarten in October, the child could now complete some simple things on his own, such as putting on his shoes and washing his hands. He also became more confident in interacting with other children. ** 8. Pay more attention to the child's performance at this stage ** At this stage, I'm more concerned about the child's language skills. Language was an important tool for children to communicate and learn with the outside world. Good language skills could help children better express their needs and ideas, and also promote the development of children's thinking. At the same time, I will also pay attention to the child's social skills. I hope that the child can make more good friends in kindergarten and learn to get along better with others. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the kindergarten class teaching reflection form
The following are the main points of writing the kindergarten class teaching reflection form: ** 1. Basic information record of teaching activities ** 1. ** Teaching activity theme **: specify the core theme of this teaching activity, such as scientific exploration, artistic creation, language learning, etc. 2. ** Teaching date and time **: Record the specific date and duration of the teaching activities, which helps to analyze the participation status of the children in the teaching activities at different times. 3. ** Teaching class and number of children **: Note the basic situation of the teaching class and the number of children participating in the activity. ** II. Analysis of the gains and losses in the teaching process ** 1. ** Teaching content ** - ** Achievement of goals **: Reflect on whether the teaching goals have been achieved, such as whether the children have achieved the expected development in knowledge, skills, emotional attitudes, etc. If it was not achieved, analyze whether the goal was set too high or too low, or whether there was a problem with the connection between the teaching content and the goal. For example, the original plan was to let the children recognize a variety of colors, but in actual teaching, the children only had a clear understanding of some colors. It might be that the color examples in the teaching content were not rich enough or the explanation method was not vivid enough. - ** Adaptability of content **: Consider whether the teaching content is suitable for the child's age, interests, hobbies, and experience. If the content is too simple, the child may feel bored; if it is too complicated, the child may feel frustrated. For example, it might not be appropriate to teach complex mathematical calculations to small children. It would be better to teach simple pattern recognition and quantity perception. 2. ** Teaching methods and strategies ** - ** Method effectiveness **: Think about whether the teaching method used is effective in stimulating children's interest and enthusiasm in learning. For example, in story teaching, was it better to simply read the story, or to use role-playing, interaction, and other methods? If the child's participation in the teaching process is not high, the teaching method may need to be adjusted, such as changing from the traditional teaching method to the game teaching method. - ** Strategy adjustment requirements **: According to the response of the child in the activity, analyze whether the teaching strategy needs to be adjusted. For example, in group learning, if it was found that the cooperation between children was chaotic, it might be necessary to adjust the grouping method or clarify the division of labor in the group. 3. ** Teaching resources utilization ** - ** Teaching aid effect **: evaluate whether teaching aids (such as pictures, objects, and multi-media) have played a role in assisting teaching. For example, if the object was too small or difficult to observe, it might need to be replaced with a larger and clearer teaching aid or a video demonstration. - ** Resource Integration **: Check whether the various teaching resources in the park have been fully integrated, such as whether the natural environment in the park (garden, playground, etc.) has been used for outdoor activities. ** 3. Reflection on teacher-student interaction ** 1. ** Teacher's performance ** - ** Guidance and Inspiration **: Reflect on whether the teacher's guidance in the activity is appropriate and whether it can inspire children to think. For example, in the questioning session, whether the teacher's questions were enlightening and whether they could guide the children to answer the questions actively. If the teacher's question is too simple or vague, the child may not be able to answer accurately. - ** Timeliness of feedback **: Consider whether the teacher's feedback on the child's performance is timely and effective. For example, whether the teacher gave positive affirmation and encouragement after the child answered the question correctly, and whether the teacher could correct and give correct guidance when the child made a mistake. 2. ** Child's performance ** - ** Degree of participation and interest **: Analyzing the degree of participation and interest of children in teaching activities. For example, whether the child actively participated in discussions, games, etc., whether he actively participated or passively responded. If the child's participation was low, it might be necessary to analyze whether it was caused by factors such as teaching content, methods, or environment. - ** Individual differences concern **: Pay attention to the differences between children and whether some children perform differently in activities due to their abilities, personalities, etc. For example, some introverted children might not take the initiative to speak in group activities. Did the teacher take corresponding measures to encourage them to participate? ** IV. Enhancement measures and future plans ** 1. ** Short term improvement measures **: Propose improvement measures that can be taken in recent teaching activities based on the problems found in this teaching activity. For example, if the teaching method is found to be unsuitable, plan to use a new teaching method in the next similar teaching activity; if the teaching aid is not effective, prepare to replace or improve the teaching aid. 2. ** Long-term teaching plan adjustment **: summarize the experience from this teaching reflection and adjust the long-term teaching plan. For example, if a child was found to have a strong interest in a certain field of knowledge, the depth and breadth of the relevant content could be increased in the subsequent teaching plan; if a child was found to be weak in a certain aspect, targeted training could be strengthened in future teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The content of the kindergarten's anti-cult education case record form
The following is the possible content of a kindergarten anti-cult education case record: ** 1. Basic Information ** 1. ** Infant Information ** - Name: Zhang San. - For example, male. - Age: 4 years old. - Family situation: Including the main members of the family, such as whether they have parents, the names of the parents, etc. 2. ** Information on the education staff (personnel who carry out anti-cult education)** - It could be a kindergarten staff member (such as a teacher, a principal, etc.). The name, position, and other basic information were recorded. ** 2. Missionary content ** 1. ** Explanation of the nature of cults ** - They told young children that cults were immoral and that they had to abide by moral norms and social ethics to avoid being influenced by cults. - Explain the correct and wrong religious beliefs so that children can distinguish them and know that cults are not normal beliefs or organizations. 2. ** Protective measures against cults ** - Guide young children not to talk to strangers easily, because strangers may spread cult content and reduce the chances of being influenced by cults. - It emphasized that family members, classmates, teachers, and friends should respect each other and should not easily believe the words of strangers, especially when it involved strange or illogical statements, which might be related to cults. - Remind children not to travel with strangers to avoid being kidnapped by others. At the same time, it is also to prevent them from being bewitched by evil cult members. - Inform the children that if they encounter any cult-related situations, such as hearing strange comments, seeing strange behavior, or receiving strange items, they should inform their parents or teachers in a timely manner. 3. ** Guidance of values ** - They attached importance to the spread of positive energy in society, so that young children could grow up in a positive and healthy atmosphere and strengthen their resistance to evil things such as cults. - Children were encouraged to establish correct concepts, such as advocating science and knowing the common sense of science in life. For example, the rise and fall of the sun was a natural phenomenon, not the so-called divine power of the cult, so as to resist the superstitions and heresies of the cult. ** 3. Education Method ** 1. ** Class Education ** - The teacher explained the dangers of cults to the children through simple stories, pictures, or animations. For example, the story of a small animal avoiding danger by not listening to the strange words of a fox (representing a cult). - According to the age characteristics of the children, they were organized to watch positive content such as patriotic educational films, so that the children could recognize the bad nature of cults through comparison and understand normal social behavior and values. 2. ** Interactivity ** - They would play some question-and-answer Mini games, such as asking the children questions such as "A stranger gave you something strange and said it could make you a superman. Do you want to take it?", so that the children could learn to make judgments in the game. 3. ** Family participation ** - Teachers would publicize anti-cult knowledge to parents so that parents could guide their children at home. For example, through family meetings and other forms, they would discuss with their children what was good behavior and what was bad behavior, so as to improve their children's ability to distinguish between good and bad behavior. - Parents should be encouraged to communicate more with their children about family life to reduce the chances of children being affected by negative information from the outside world. ** IV. Evaluation of educational effects ** 1. ** Infant's reaction ** - Observe the performance of the children after the educational activities and see if they can simply say that cults are bad things. For example, if the children say,"Don't go with strangers. Strangers may be bad people (including cults)." - To see if the child has the correct reaction to a cult-related situation (such as a simple situation simulated by the teacher), such as refusing to accept the "gift" of the cult member (simulated props). 2. ** Parents 'feedback ** - Collect the opinions of parents, such as whether parents feel that children are more vigilant towards strangers, whether they can actively promote the anti-cult knowledge they learned in kindergarten in the family, etc. 3. ** Long-term effect tracking ** - Regular, simple check-ups were conducted on the children to see if they still maintained the correct understanding of cults over time and whether they could react correctly in different situations (such as when they encountered strangers promoting strange things in community activities). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the kindergarten anti-cult education case record form
The following is an example of a kindergarten anti-cult education case record: ** 1. Basic Information ** 1. ** Name of the kindergarten **:[Name of the kindergarten] 2. ** Date of educational activity **:[YY 3. ** Class/grade participating in the educational activities **:[e.g., Small Class, Middle Class, or Large Class, or specific grade] ** 2. Education Activity Preparing ** 1. ** Prepare educational materials ** - List the anti-cult propaganda materials that you have prepared, such as the anti-cult knowledge manual (simple version suitable for children), anti-cult themed animated videos, etc. - Explain the characteristics of the information. For example, the animated video featured lively and interesting small animals as the main characters, showing how to identify and stay away from cults. 2. ** Personnel arrangement ** - The name and basic introduction of the teacher in charge of the explanation, such as [Teacher's Name],[X] years of teaching experience, familiar with the psychology of children. - Whether there were other helpers, such as volunteers, and their roles in the event. ** III. Education Activity Course ** 1. ** Part of the import ** - Explain how to arouse the interest of young children, for example, by telling a simple story about a small animal meeting a strange "organization" that made the small animal do bad things. - The child's initial reaction, such as the child showing curiosity, doubt, and other emotions. 2. ** Knowledge Explanation ** - The teacher explained the key points of anti-cult knowledge, such as explaining that cults were not normal groups, that cults might make people do dangerous and unhappy things, and that they were not as warm and safe as normal schools and families. - The explanation method used was to combine pictures and simple children's songs. For example, the content of the children's song was "Evil cults are really bad. They lie, lie, and run everywhere. We all have to stay away from them. We have to be healthy and happy without worries." - Children's acceptance of knowledge, such as whether children can understand the concept that cults are bad, and whether they can answer simple questions about cults, such as "Do cults make us do good or bad things?" 3. ** Interactivity segment ** - The designed interaction activities, such as letting the children discuss in groups what the small animals in the story should do to stay away from the strange "organization." - The performance of the children in the interaction, such as the children actively speaking, some said that they wanted to tell their parents, some said that they wanted to find the police uncle, etc. - The teacher's guidance in the interaction, such as the teacher's supplement and improvement of the child's answers, led the child to understand that the cult must be resolutely kept away, and if they encountered a suspected cult situation, they must report it to the trusted adults in time. 4. ** Summing up ** - The teacher summarized the contents of this anti-cult education activity, such as re-emphasizing the harm of cults and encouraging children to tell their families what they had learned. - The overall state of the children at the end of the activity, such as the children showing interest in the activity and knowing to stay away from the cult. ** IV. Evaluation of the effectiveness of educational activities ** 1. ** Knowledge Mastery Status ** - Through simple questions and answers or small tests (suitable for young children), assess how well children understand the concept of cults, their dangers, and how to deal with them. For example,[X]% of children can accurately say that cults are bad things. 2. ** Impact Assessment ** - Observe the behavior of the children for a period of time after the activity (such as within a week), such as whether they would associate some bad phenomena with cult-related knowledge, and whether they would report some suspected cult-related behavior to the teacher (such as strangers distributing strange flyers near the kindergarten, etc.). 3. ** Parents 'feedback ** - Collect parents 'feedback on this anti-cult education activity, such as parents' feedback that their children will share the anti-cult knowledge they learned in kindergarten with their families after returning home, parents 'recognition of the activity, etc. ** V. Follow-up improvement measures ** 1. According to the evaluation of the activity effect, analyze the shortcomings of the activity, such as whether the content of the explanation is too complicated for children, and whether the interaction can be more diverse. 2. He proposed improvement measures to address the shortcomings, such as reducing the content of the next activity, adding more interesting anti-cult stories, and adding role-playing in the interaction segment to let the children better experience how to deal with cults. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan and reflection on the development of Chinese characters in the middle class of kindergarten
The following is a teaching plan for the middle class of kindergarten: * * 1. Teaching objectives ** 1. Through interesting activities, children will be interested in Chinese characters and be willing to explore the mysteries of Chinese characters. 2. Guide children to recognize some simple Chinese characters, such as sweet, sour, bitter, spicy, etc., to enhance children's cognitive ability of Chinese characters. 3. Cultivate children's observation, thinking ability and language expression ability. * * 2. Teaching preparation ** 1. Chinese character cards (sweet, sour, bitter, spicy, etc.) 2. There were several foods corresponding to the word card, such as candy (representing sweetness), lemon slices (representing sourness), bitter gourd (representing bitterness), and chili (representing spiciness). * * 3. Teaching process ** #(I) Introduction 1. Showing food to arouse children's interest The teacher displayed the prepared sweets, lemon slices, bitter gourd, chili, and other foods to attract the attention of the children. Ask the children if they know the taste of these foods and guide them to describe them in simple words, such as "sweet" and "sour". #(2) Understanding Chinese characters 1. Taste and read (1)After the child says "sweet", the teacher will show the word card of the word "sweet" and introduce the word to the child. Then, the teacher will lead the child to read the word "sweet" a few times. (2)In the same way, let the child taste lemon slices, bitter gourd, and chili. Then, show the "sour","bitter", and "spicy" cards respectively to guide the child to read. 2. Chinese Character Review and Consolidating Randomly place the "sweet","sour","bitter", and "spicy" cards on the table and invite the children to come up and identify them. The children who identify the correct ones will be rewarded with small rewards (such as small sticker). #(3) Story Enhancement 1. tell stories The teacher told a simple story that contained elements such as "sweet","sour","bitter", and "spicy". For example,"One day, Little Bear went out to look for food. It first found a big tree with sweet honey on it (showing the "sweet" card at the same time). Then it found some sour wild fruits (displaying the "sour" card). However, on the way home, it accidentally ate bitter grass (displaying the "bitter" card), and then it was spicy in the mouth (displaying the "spicy" card). But Little Bear thinks these different tastes are very interesting." 2. Story interaction After the story, the teacher asked the child what flavor appeared in the story and guided the child to find the corresponding word card. #(4) Game segment-Chinese characters looking for home 1. Prepare two boxes, labeled as "Taste Box" and "Non-Taste Box". 2. He mixed the "sweet","sour","bitter","spicy" cards with other unrelated cards (such as animal names, color cards, etc.). 3. Ask the children to pick up the word cards one by one. If they judge that the word cards are related to taste, put them into the "taste box". If not, put them into the "non-taste box". #(5) Teaching Reflection 1. the key of success (1)Through the combination of tasting food and understanding Chinese characters, the participation of children was higher. This was because children could intuitively feel the taste during the tasting process, making it easier for them to understand and remember the corresponding Chinese characters. (2)Storytelling and games added to the fun of teaching. In the process of listening to stories and playing games, children could review and consolidate the Chinese characters they had learned in a relaxed and happy atmosphere. At the same time, they also trained their observation and thinking skills. 2. deficiencies in (1)In the Chinese character recognition segment, some children might not be able to pronounce some difficult Chinese characters (such as "bitter ") accurately because their vocal organs were not fully developed. In the future teaching, he needed to guide these children more patiently and practice pronunciation many times. (2)In the game segment, some children might be too focused on the game results (getting small rewards) and ignore the judgment of the Chinese characters themselves. The next lesson could emphasize the learning of Chinese characters in the game, not just the rewards. (3)The teaching content was relatively simple and only involved the Chinese characters that represented taste. In the future, more types of Chinese characters could be added in the teaching plan design, such as Chinese characters representing animals, plants, movements, etc., to broaden the knowledge of Chinese characters for children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The content of the one-day life feedback form for the new kindergarten class is short.
|project| particulars| |--|--| |enter the garden| He greeted them politely, put down his clothes, participated in the morning work, and put down his toys gently.| |wash one's hands and face| Wash your hands in order, shake off the water, dry them with your towel, wash your hands in turn, keep them clean, abide by discipline, don't waste resources, and rub oil after washing your hands.| |meal| Use tableware correctly, mix dry and sparse food, eat quietly, don't be picky about leftovers, and keep the surroundings clean.| <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>