Reflections on Kindergarten Teachers' Classroom Teaching (Selected 1 Articles)

Reflection on kindergarten teachers' classroom teaching 1

In the "Growing Up" activity, when the activity was going on, I found it difficult to imitate nursery rhymes. When children imitate nursery rhymes, they always turn around but turn around, always talking about themselves, and their thinking is limited, and things that can't be associated with themselves will become longer and shorter. I thought about it, maybe my guidance was wrong, because at first I just explained and guided it verbally, which seemed to overestimate the abstract thinking potential of children. Then I guided it with food and actions, and only then did some children react.

From there, it can be clearly understood that inspiring children's thinking must be carried out with the help of concrete things, and using visual teaching AIDS to help children accumulate rich appearances. At the same time, we should mobilize children's various senses to participate in activities. Let children know and describe things through vision and touch.

Reflection on kindergarten teachers' classroom teaching 2

In the activity of Singing and Smiling, I created a situation for children to exchange smiles in the music, and most of them found their own good friends to exchange smiles. A child said, "I give you a smile to make you happy!" " There is also a sociable child who found the teacher and smiled and said, "I like you, teacher. I wish you happiness!" " A little girl walked up to a teacher and smiled and said, "Teacher, you taught me to sing and won the third prize, so I want to give you a smile." ......

From this activity, we can find that emotional communication is conducive to further enriching children's life experience, and music can give people happiness and a kind of beautiful enjoyment. Let the children exchange smiles in the beautiful and rhythmic music of Singing and Smiling, which embodies the blending of "emotion and music", so that the activities can be carried out in a simple, pleasant, warm and harmonious atmosphere, giving people a feeling of wanting more, and letting the children feel the perfection and implied power of a smile from the bottom of their hearts.

Reflection on Kindergarten Teachers' Classroom Teaching 3

The activity goal of this lesson is to tell stories on the basis of letting children understand the story materials, and to understand that adults are very important to us. During the activity, I first introduce an angry child to the children-Gui, why is he not happy? This aroused the attention of children, so that children can have a higher interest, listen to this story with the teacher, and fully mobilize the children's intentions in the guidance part, so that children can pay attention to listening.

after listening to the story, lead the children to say, why does aki expect there are no adults in this world? Where did his wish come true? In the dream, what difficulties did Aki encounter in the world without adults? In this part, children can fully understand the story by asking questions. Being able to express stories boldly and communicate freely has exercised children's understanding potential, expression potential and communication potential. In the practice of consolidation, let the children further express the difficulties encountered by Agui in order. The purpose of this treatment is to let the children better understand the story, train the children to express things in order, and let the children further understand the importance of adults to themselves.

In the process of teaching, children's expression potential can't be better and comprehensively trained. If this part is further deepened and expanded in this activity, children's potential will be better cultivated.

Reflection on Kindergarten Teachers' Classroom Teaching 4

At the end of the language activity "Divide Houses", I designed a language game "Solitaire" to let children try to answer the results at the request of children's questions. "Because the weather is too hot" (so I have to take a shower, so I have to turn on the air conditioner ...) "Because I like to eat vegetables" (so I am in good health, so I am tall. "Because ... so ..." is a causal phrase. Applying this phrase to language games, which is more suitable for children's age characteristics, can effectively mobilize children's emotions and pave the way for children to use the phrase "because ... so ..." correctly. Let children take the initiative to learn, dare to try to think and give different answers, which better reflects the children's spirit of trying and successfully completes the teaching task.

Reflections on Kindergarten Teachers' Classroom Teaching 5

The Mouse in the City and the Mouse in the Country is a very interesting language activity, which leads children to understand the lifestyle and living environment of another environment through a vivid fairy tale: a series of funny things caused by the city mouse visiting the country and the country mouse visiting the city.

In order to carry out this activity effectively, I not only collected many pictures and photos about cities and villages by myself before class, but also asked my children to collect as many pictures and photos about cities and villages as possible and bring them to the kindergarten. At the same time, I also asked my children to consciously observe and understand the differences between cities and villages with their parents on weekends and accumulate some experience. At the beginning of the activity, let the children enjoy these pictures together on the projector and listen to their introduction. Then the teacher asks, "What did you see?" How does it make you feel? " On this basis, everyone has a deep impression on the city and the countryside.

In the activity, children and I revolved around "If you were a mouse, would you like to live in the city?" Or do you prefer to live in the country? Discuss through the form of debate, and encourage children to express their opinions boldly. I was deeply impressed by the wonderful answer of the child. I like these children deeply.

In fact, both the city and the country have their own most beautiful places. Both the city mouse and the country mouse are proud of their hometown. The children have all said their reasons for liking the city and the country, believing that whatever suits us is the best. At the moment, our city and countryside have undergone great development and changes. The living conditions in rural areas are getting better day by day. Personality is where we live, and we must cherish the happy life at this moment. The children's brave debate in the activity was the highlight of the whole activity.

Reflections on Kindergarten Teachers' Classroom Teaching 6

The Clever Tortoise is a story with a strong moral and a vivid protagonist's language. In the story, different leading roles are used to describe one thing, and vivid language is used to set off the implication, so as to educate children to use their brains and find ways when things happen. In the activity, let the children imitate the dialogue according to the characteristics of the protagonist.

In this activity, the teacher didn't tell the whole story in an easy-to-understand way, so the children didn't fully understand the story materials during listening, and their learning intention was not very strong. If we exaggerate the story, infect the children with the plot of the story, and let the children concentrate to improve their learning intention, the effect may be better. In the second retelling story, the teacher only retells the picture, and does not guide the children to see and speak by themselves well. If the teacher acts as a guide to guide the children to see and speak, let the children "speak, think, watch and act" fully. The effect of this activity should be better.

Reflection on Kindergarten Teachers' Classroom Teaching 7

The new year is coming with the laughter of children, and this semester will end. In order to test whether children can improve through games and activities, we specially formulated this evaluation standard at the end of the semester. The evaluation is guided by the educational objectives and materials in five fields. Through testing the development of children's various potentials, I make an analysis of the evaluation situation:

Health field:

Children in the middle class have the necessary self-protection potential and self-care potential in life, and understand what to do when a stranger comes at home. They can walk, jump and run in a self-coordinated way, and they also clearly understand that some children's skipping skills are a little weak when they meet in life but jump rope in outdoor activities, and they will focus on practicing this in future outdoor activities.

Science field:

The children in this class are interested in the changes of the four seasons. Their personality is that there have been many snows this winter. The children are happy and have a strong interest in snow. They usually ask their teachers some questions about snow and try to understand the relationship between snow and people and other animals and plants. However, the children are also interested in exploring natural objects and man-made things, but they often don't want to see the natural corner after observing it halfway. At the same time, some children are not very interested. Children perform well in calculation. Most children can skillfully distinguish numbers within 7 and express the number of objects by numbers. Common geometric figures can be recognized, but a few children can't reach them yet.

Music field:

Children can sing songs with a loud voice, but they can also sing with emotion. Their sense of rhythm is not bad, but some children have a poor grasp of the prelude and interlude of the music, and their relevant knowledge is relatively poor, so they need more training in rhythm music and music appreciation in the future. The performance of dance movements is good, and most of them will make different movements and reactions when they hear different songs, so we should pay attention to strengthening this aspect.

Language field:

At the request of the teacher, children can recite a poem they have learned at will, and do actions when reading. Children in the middle class are a little overwhelmed by poetry, and they prefer interesting and vivid stories. For telling stories by looking at pictures, their personality is to tell a story by looking at two pictures, but children can't connect them well. We can't tell it vividly, but we can tell it according to pictures or describe the plot information in simple language, which is a little poor.

Art field:

Most children can draw simple objects in detail and choose brighter colors. Have a beautiful appreciation of art works. Children in most children can simply cut paper, but only a few children can keep up with the teacher step by step to fold a thing completely when doing manual work. In clay sculpture activities, children with good hands-on potential and imagination potential use clay sculpture to shape small animals very vividly, but some children only know simple object images. Children's divergent thinking, self-imagination and creativity need to be improved.

Social field:

Children in this class are more interested in the changes of the four seasons. Their personality is that there have been many snows this winter. Children are happy and have a strong interest in snow. They usually ask their teachers some questions about snow and try to understand the relationship between snow and people and other animals and plants. Children are also interested in exploring natural objects and man-made things, but they often don't want to see the natural corner after observing it halfway. At the same time, some children are not very interested.

Reflection on classroom teaching of kindergarten teachers 8

The development of kindergarten mathematics teaching is a beneficial extension and supplement of kindergarten teaching activities. In the form of group activities, it provides children with many opportunities for activities such as brain thinking and hands-on operation, aiming at the necessary mathematical education goals, so that children can play their intentions, initiative and creativity in the activity area. So that they can develop on the basis of their original level. Then, how should the kindergarten mathematics activity area be developed? According to my working practice in recent years, I would like to talk about my personal views and experiences:

Teachers should know the goals of mathematics activities in this semester, and what kind of goals should be considered and designed to reach a certain goal. Run the educational intention through the data in the math activity area and create a good environment consistent with the math goal. For example, the goal of this week's math activity in small class is to "classify objects according to their colors and find objects with the same color from objects with multiple colors". Then, small class teachers should bring materials around this goal when setting up the calculation activity area in the week.

It is very important to put the operation materials in the math activity area. Operating materials are the media of education, the tools to help children systematically construct mathematical knowledge and induce them to actively explore and learn, and the material pillars applied to operating actions to gradually evolve external material actions into internal conceptual actions. Bringing materials is not only the preparation before activities, but also an important means to guide children to learn mathematical knowledge and develop their thinking potential in the whole educational process. Therefore, the cognitive characteristics of children of all ages should be fully considered when bringing operational materials. For example, small class children are apt to imitate in the cognitive process, with poor learning purpose and weak task consciousness. They are interested in moving tools and using them. However, in the large class, their learning objectives have been enhanced, and they can make efforts to complete their learning tasks and attach importance to learning results and evaluation. The cognitive characteristics of small classes and large classes are different, and the effect of the same materials is completely different. A large class teacher uses the composition of seals and physical exercises at a time, and the effect is very good. Therefore, it is necessary to integrate learning tasks into materials, such as adding some materials such as homework sheets. Children will be interested in operating according to the requirements of homework sheets and cooperating with physical objects. In the activities, they can not only get the practice of relevant knowledge, but also cultivate their sense of tasks, so that they can get successful satisfaction and enhance their self-confidence. Therefore, we should pay attention to the cognitive characteristics of children at all stages when putting in materials.

Take the activity of "Row by Row" in middle school mathematics as an example to illustrate that the activity of "Row by Row" is carried out on the basis of children's knowledge and familiarity. According to the Guiding Outline of Kindergarten Education, I have set the following three teaching objectives:

1. Let children learn how to compare multiple objects. In the first activity, use multimedia courseware to show five pictures of watermelons with different sizes. First, let children understand that these watermelons are different in size. Let children find a way, if you want to arrange watermelons in a row from small to large, what should you do? On the basis of children's thinking, teach children to learn how to sort multiple objects.

2。 Can compare and sort objects as required. For example, I have prepared pictures of big trees for babies, with the purpose of arousing children's interest, cultivating children's practical potential and observation, and it is also a sublimation of comparing children's learning of multiple objects.

3。 Cultivating children's visual potential and logical thinking potential, this goal is mainly reflected in the third activity at the moment, children use visual method to compare the thickness of boxes, which is also one of my teaching methods.

In the activity, I also used the game method and search method. Through the game activity, I can promote children's correct understanding of the spatial form of objects. For example, give children pictures of trees with different thicknesses, guide them to arrange them from coarse to fine, and guide them to take out the thickest one at a time until they are finished. Then, put away the trees one by one in the order from fine to thick, and put them back in their original places, which invisibly cultivates the good habit of children to organize toys. In a word, this class has achieved my preset teaching goal.

The above methods also have some shortcomings in teaching activities. Westbank > for this lesson, although the teaching objectives have been achieved as a whole, I think there are still some necessary shortcomings.