Reflections on kindergarten teaching activities

Preschool teachers should have the consciousness of active reflection and make multiple reflections on teaching design, teaching process, teaching evaluation and teaching efficiency. The following is a reflection on the kindergarten teaching activities I have carefully prepared for you. I hope you like them.

Reflections on kindergarten teaching activities 1

Objective: To find the symmetry of the object, and draw the other half symmetrical to the object according to the existing graphics provided.

Preparation: There are two groups of symmetrical patterns, the second volume of the children's activity textbook, page 19, "interesting symmetrical patterns" and watercolor pens. Holding a piece of colored paper, scissors and watercolor pen, 4 cm long and 3 cm wide. Several sets of toys or inserts with semi-symmetrical patterns were inserted, and several toys and inserts were inserted.

Process: first, who is hiding behind (the teacher first shows the folded figure or object, so that the children can guess what will be behind. Then let the child fold the symmetrical figure)

Second, find friends (show the pictures, let the children find the friends of each picture in the pictures provided, talk about why they are friends, and then collectively observe the similarities and differences between the two pictures: the shape, color and pattern are the same, the left and right positions are opposite, and the meaning of symmetry is perceived and understood).

Third, find the half (let children say whether there is symmetry between the symmetrical objects they see in daily life and their own bodies, guide children to operate the active materials, find out the symmetrical pictures and color them, and ask children to observe the half of the spelled pattern and spell the symmetrical other half with the same toy materials).

Revised activity plan: the goal is the same as above.

Preparation: Three symmetrical pictures: triangle, flower and bird.

Some symmetrical and asymmetrical pictures.

Everyone has a piece of homework paper: some look for symmetrical coloring, and some draw symmetrical figures.

Process: 1. Guess (show half of the three symmetrical pictures respectively, and let the children guess what is behind. After all three pictures are displayed, guide children to observe the similarities and differences between the left and right: the shape, color and pattern are the same, but the left and right positions are opposite, and perceive and understand the meaning of symmetry.

Second, find it (first show some half pictures and let them find the symmetrical other half. Then look for symmetrical parts in yourself).

Third, do (do symmetrical movements with your own body).

Fourth, drawing (first find the symmetrical pattern on the homework paper, then color the symmetrical pattern, and finally draw the other half of the symmetrical pattern).

Thinking about activity design:

This is an activity to understand the meaning of "symmetry", and "symmetrical" objects and patterns can be seen everywhere in life. As long as children are told the "symmetrical" conditions, they can easily find them, but this method has returned to the original "indoctrination and teaching" style.

Children are always passive in their activities. Therefore, how to make children learn actively and be willing to discover and discover is the key to activity design. Now there is a chief lesson plan, but the idea of designing activities does not belong to him. To minimize the mistakes in this activity, it is necessary to carefully conceive the activity plan, ponder the activity process, grasp every link in each activity, and reflect after the activity. So before the activity, I carefully pondered the original activity plan, and always felt that I couldn't implement it with ease, so I revised and adjusted the activity, so that children could find the conditions needed for "symmetry" in the links of "guessing, finding, doing and drawing", and each link was clear, clear and focused.

Reflection on the activity goal: the activity goal is real, neither empty nor wide, and it has been well reflected in the process, especially "looking for the symmetry of objects", which I think is very good and is the correct answer that children get through their own observation. This is the embodiment of active learning.

Reflection on the activity process;

"Guess" is the first part of the activity. And "guessing" is not the main thing, but "finding". I want my children to find the similarities and differences between the left and the right after a happy "guess". This is the key point. In the process of guessing, the children's interest is very high, because I am not sure or negative about the answers the children guessed, so I am particularly curious and add more interest to the later "search". Encouraged by me, they all actively looked for similarities and differences on both sides of each picture, and finally naturally found the condition of "symmetry": the shape, color, size and pattern are the same, but the direction is opposite. But when I asked them to look for differences, I asked a misleading question: "Looking for differences between the two sides", so the children looked for differences from the nuances and really found that the lines were not straight, the circles were not round and so on. No child will observe from the direction, and I can only half-heartedly remind them "which direction the bird has gone", and the child suddenly realizes that "the direction is reversed". Obviously, this is caused by my problem. What makes me more satisfied with this link is that it is concise and few, and the child's "guess" is very flexible. What makes me regret is that the problem is not properly designed, which leads to misleading and delays the teaching activities more or less.

Seeking is the first application after understanding the meaning of symmetry. I asked the children with lower learning and acceptance ability in the class to answer. As a result, most children understand "symmetry" and can find the same other half, but there are still a few children who are a little vague and make mistakes, so they ask questions in mistakes and help them solve problems in time, so that they can better understand the meaning of symmetry.

"Doing" means adding a little interest. The first two links are mainly about consolidating your understanding of "symmetry" and relaxing your active body for a while. Although it is a momentary action, the cooperation between teachers and children is very tacit.

The operation activities of "drawing a picture" include the process of looking, thinking, finding, painting and painting, which is a comprehensive reflection of previous learning. Among them, I think the deficiency is that there is no symmetrical condition or demonstration before the children operate, so many children are useless to symmetrical colors, they just draw them. If you can mention it, maybe children will realize the change and symmetry of color when painting.

This is my comprehensive reflection on the whole activity of "interesting mode". Only through serious and in-depth reflection can we find or approach an effective and perfect teaching method.

Reflections on kindergarten teaching activities II

Through this monthly inspection, I found many things that surprised my teacher. Children can better read nursery rhymes by themselves and better understand this nursery rhyme. Such nursery rhymes can be catchy. I think this result is the result of continuous infiltration of children's songs. Give children enough time to play nursery rhymes at different times every day, but every time they listen, they are actually in the process of memorizing and reviewing. I suggest that teachers should seize this opportunity to better let children accept knowledge instead of rote learning.

For Yitong English, children's attention is attracted by watching vcd, rich pictures, catchy music and standard pronunciation. Similarly, make full use of time to play vcd, so that children can deepen their impression while watching it, from "saying words" to knowing how to say words independently and sing the whole song. This time is very long, and only the teacher's persistent persistence will get the effect in the stage time. In the whole teaching process, every day in the teaching process, we are constantly doing things for the same goal, and I believe we will get different results. This monthly examination is the result of persistence, and it is also the process of children from cognition to understanding.

Every child's future needs to be shaped by parents and teachers. Every class, every reading and every review has become a ladder for children's growth. Dear children, the teacher believes that you can achieve the same effect through hard work, that is, work hard to create a better tomorrow and lay the most brilliant foundation for your future. The teacher believes you, come on.

Reflections on Kindergarten Teaching Activities (3)

Reflection 1: Reflection on Chinese Teaching in Kindergarten Large Classes: Pony Crossing the River

1. Create fairy tale artistic conception and stimulate learning desire.

In this class, I organize teaching with the fairy tale "Pony Crossing the River" as the background. At the beginning of the class, I simply told my classmates the story of a pony who met a river on the way to the mill. The words of the squirrel and the old cow made him afraid to cross the river, so he had to go home and ask his mother. In the subsequent teaching, the teaching closely revolves around the story of "Pony Crossing the River", from the pony practicing skills, accepting tasks, meeting a big river, Pony trying to cross the river, to celebrating the crossing of the river, allowing students to participate in the learning process as the protagonist of the story, fully mobilizing students' learning enthusiasm and integrating teachers, students and teaching content.

2. Excavate the connotation of life and release students' minds.

Children's spirituality is also the nature of students, and children's world is a world full of spirituality. Children are naturally creative, depending on whether your teacher gives them a chance. Providing students with more development space is an important weight for me to design this course. In the teaching process, while grasping the main textbook, I neglected the auxiliary textbook, leaving more creative space for students. I think students' creativity is infinite, and students will like it very much, because it is their own method, the result of their cooperation and the crystallization of their creation.

3. Set up learning disabilities skillfully and practice life skills.

Although prosaic can make students study easily, it often makes them feel boring. According to the characteristics of young children, this lesson skillfully sets up learning obstacles, so that students can have conflicts between new needs and old levels, so as to learn better. So, at the beginning of class, I designed such a question: "If you are that pony, can you cross the river?" This question will certainly arouse students' interest in learning and inspire their thinking. They will use their existing life experience to think, practice and even put problems into real life to solve. In this way, the classroom and life are organically combined, so that students can exercise their life skills while solving problems.