What are the teaching methods in kindergarten?

Question 1: What are the methods of kindergarten teaching activities? (1) Design of links

First, the process of links. There are five major types of health teaching activities in kindergartens, including physical education, safety education, physical protection and self-care ability education, diet and nutrition education, mental health education, etc. Each type has different activity forms and methods. Here are a few typical ones. Examples of activities.

①Sports activities (three basic links)

The goal of sports activities: to help children engage in sports, improve physical fitness, enhance physical fitness, enhance health, and better adapt to society The most efficient way to live your life. Specific content includes: basic movements, basic gymnastics, sports games, equipment activities, etc.

Physical education activity segment: generally includes a beginning part, a middle part and an end part. The three parts have different functions and tasks. The first part is responsible for organizing children's attention, interest in participating in activities, clarifying activity tasks, driving children to move their bodies, and getting ready for work. It lasts about 3 to 6 minutes, accounting for the entire activity time. 10% to 20%; the basic part is to undertake the task of learning new content and new knowledge. Of course, this process needs to be in the form of games and effectively organized to achieve step-by-step and alternating between dynamic and static, so that children can take the initiative and actively participate in activities and exercise The purpose of physical education, enriching knowledge, and solving problems lasts about 21 to 24 minutes, accounting for 70% to 80% of the entire activity. The end part is responsible for the tasks of evaluating activities, summarizing experience, organizing equipment, and relaxing the body, and lasts about 3 to 6 minutes. minutes, accounting for 10% to 20% of the entire activity duration.

②Safety education (four basic methods)

The goal of safety education: to help children establish awareness of safety, learn necessary safety knowledge, develop good behavioral habits and actively Interest in participating in physical activities. Specific contents include: traffic safety, fire safety, food hygiene safety, electric shock and drowning prevention safety, toy safety, life safety, etc.

Methods of safety teaching activities: Situation reproduction method, that is, problems that arise in safety education are reproduced using various CDs, pictures and other methods to reproduce the situations where the incidents occurred, so that children can have personal feelings and guide incorrect guidance. Consequences of actions, appropriately restrain children's behavior to achieve the purpose of education; case analysis method, that is, carefully analyze and discuss things that often happen among children, draw conclusions, know the harm, and then be able to choose the correct way to play the game; make comparative judgments method, that is, giving correct and wrong events to children at the same time, allowing them to judge and analyze for themselves, which is correct, which is wrong, what should be done, what should not be done, and know how to abide by the rules of the game; the daily penetration method is also It means to closely integrate safety education with daily life, remind children at any time, and connect it with daily behavioral rules. If you integrate education into daily life, you will get more surprises.

The above methods can be combined with the activity content in a teaching activity to filter and select the most appropriate method to serve the goal. Of course, it can also be transformed and innovated based on the teacher's own experience. As long as it can achieve the goals of teaching activities and promote the development of children and the formation of safety awareness, the method can be adjusted at any time according to teaching needs.

③Body protection and self-care ability education (three precautions)

The goal of body protection and self-care ability education: to help children improve their attitudes towards health and public hygiene, Cultivate young children's various healthy behaviors and habits that are beneficial to individuals and society. Specific contents include: daily sanitation, environmental sanitation, environmental sanitation, organ protection, etc.

Precautions for physical protection and self-care ability education: Consistent requirements, that is, teachers and parents must have unified routine requirements in daily life and games. They cannot be changed overnight, let alone follow adult preferences. and the willingness to arbitrarily change the conventional requirements of fait accompli, otherwise the cultivation of children's self-care abilities and routines will be repeated; collective and individual combination, because children come from different families, heredity, quality and habits are different, therefore, when formulating teaching plans, , these factors need to be considered, not only to take care of all children, but also to have individual education. The organic combination of the two can gradually integrate the children into the group, unite with the group, and slowly form class routines and behavioral habits that meet the requirements, effectively Achieving educational goals; the wonderful use of demonstration and explanation. In many cases, in order to influence children subtly, teachers no longer emphasize the importance of demonstration and explanation in teaching activities, so as to avoid the negative impact of teaching and learning on children. Therefore, teachers need to use demonstrations and explanations skillfully to help children form correct concepts without leaving any trace.

The second is to design around the needs of goals and content. The setting of any activity cannot form a pattern, and the same is true for health teaching activities, although there is a certain ring... >>

Question 2: What are the introduction methods for kindergarten teaching? 1. Direct introduction

Directly introduce the new lesson content straight to the point, using short words.

For example, the introduction to the teaching of the story performance "The Fox Lays Eggs" is, "We have already told the story of 'The Fox Lays Eggs' in the last class. Today, the teacher and the children will perform this story together. Are you willing?

2. Conversational style

Teachers and children unknowingly penetrate the new lesson content during the conversation, and then naturally introduce the topic. For example, the introduction of the children's song "Umbrella": "Children, do you like rain? Do you like umbrellas? Why? Let the children speak freely. The teacher summarized: "Children all like umbrellas because they can protect us from the rain and are also very beautiful. Today, we will learn the children's song "Umbrella". ”

3. Riddle type

By guessing riddles, we can summarize the main characteristics of things, help children understand the content of new lessons, and inspire children’s interest in learning. For example, the teaching of the general knowledge class "Knowing Frogs" Introduction: "Today, the teacher wants you to guess something, 'big eyes, wide mouth, white belly, green clothes, jumps on the ground, paddles in the water, sings and croaks, eats pests and protects crops. ’ Ask the children to think about it, what is this? By the way, today we are going to get to know frogs together! "

4. Story-based

Introducing new lessons in the form of stories can attract children's attention and mobilize their enthusiasm for learning, such as "The Careless Little Painter" in the music activity 》Introduction: "Today, the teacher told the children a story. There was a child named 'Ding Ding'. He liked to draw very much. He drew a crab with four legs, a duck with a pointed beak, a rabbit with round ears, and a big horse. A horse has no tail. What kind of painter do you think he is? No matter what we do in the future, we must be careful and observe carefully, and we must not be careless. Today, we are going to learn the song "The Careless Little Painter". ”

5. Provocative style

Using provocative style to introduce new lesson content can stimulate children’s interest in learning and desire for knowledge. For example, the introduction of “Observing Crucian Carp” in the field of science: "The teacher caught a lot of fish today, are the children happy? Look (put the fish basin in front of the children and let them look carefully), what are the fish doing? The fish were very happy to see the children. They swam around in the water and even talked to the children! (Turn on the recording) Fish: ‘My name is Crucian Carp. Look, what’s on me?’ (Turn off the recorder) Teacher: ‘Kids, the Crucian Carp wants you to see what’s on it? Everyone, look carefully and tell the fish if you see clearly. ”

6. Suspense style

Using suspense style to introduce new lessons can arouse children’s curiosity, stimulate children’s enthusiasm for inquiry, and cultivate children’s spirit of active exploration. For example The teaching introduction of the story "Jasmine Asks the Doctor" in the theme activity: "Today the teacher is going to tell the children a story, the title is "Jasmine". Why did Jasmine ask a doctor? How many doctors were invited? How do they treat jasmine? Please ask the children to listen carefully to the teacher after telling the story. ”

7. Performance style

Introduce new lessons through performance forms such as situations, sketches, dance, puppets, etc. For example, the introduction form of "Mr. Wang" in the music activity class: show The old man puppet wearing glasses said: "Look, who is here? We will call him Mr. Wang. Mr. Wang likes to raise animals. Guess what he raises? Today we will use singing to express what we just said. The name of this song is "Mr. Wang". "This kind of situational performance reflects the content of lyrics and introduces it into new lessons. It can attract children's attention, stimulate children's interest in learning, and help children understand and master the content of lyrics.

8. Demonstration < /p>

Use the demonstration of real objects, toys, pictures, stickers and other props to introduce new lessons. It is intuitive and easy for children to understand. For example, you can say this when introducing the song "Throwing the Handkerchief" in the music activity. : “Today, the teacher brought something, what do you think it is? "(Producing a handkerchief) The teacher demonstrated the game and concluded: "Today we are going to learn this song called "Throw the Handkerchief". ”

9. Experimental style

Introduce new lesson content through intuitive and vivid experimental operations, transform abstraction into concreteness, and change profoundness into simplicity, which not only develops children’s observation ability, but also makes them more familiar with the subject. Children understand that mastering the new content can get twice the result with half the effort. For example, in the general knowledge class "Understanding Water", the teacher can introduce the new lesson in the form of experimental operation. The teacher lifts the kettle, pours water into the glass, and then asks: "Look at what the teacher is doing." .....>>

Question 3: What are the commonly used teaching methods and teaching methods in kindergartens: Set up a reflection corner and ask the child to do three to five tasks when the child violates the rules seriously. Minutes, using token-based teaching methods, using sweets to coax or rewarding little red flowers, for more naughty children, follow the guidance, be careful and patient. I hope my opinion can help you

Question 4: What are the commonly used teaching methods in early childhood teaching? The appropriate selection of kindergarten mathematics teaching methods is directly related to the teaching effect and the completion of teaching tasks. 1. Heuristic exploration method The purpose of the heuristic exploration method is to rely on the mathematical knowledge and experience that children have mastered to inspire them to explore and acquire new knowledge. This is an important method for children to learn mathematics under the guidance of teachers. It can maximize Stimulate children's enthusiasm for learning and fully mobilize children's initiative in learning.

When using the heuristic exploration method, attention must be paid to: (1) The heuristic exploration method should be used throughout the entire mathematics teaching process, and the learning process of children's active thinking and exploration under the guidance of teachers; (2) The heuristic exploration method should be combined with the operational method; (3) ) Teacher’s questions should play a role in guiding children’s thinking and direction of exploration; (4) Under the teacher’s inspiration, children should be encouraged to think independently and fully mobilize children’s enthusiasm for learning; (5) When children encounter problems during the learning process When difficulties arise, teachers should provide timely guidance, encouragement, and help. 2. Game method The purpose of the game method is to arouse children's interest in learning mathematics through games. Games are a very important way and method for children to learn mathematics, and they are also an effective means for children to acquire mathematical knowledge and develop their thinking. The main game methods are: (1) games with plots, such as watching movies and taking seats according to ticket numbers; (2) games using the senses, such as listening to drums and counting; (3) verbal games, such as counting songs; (4) Competition games, such as countdown games, etc.

Question 5: What are the teaching methods in kindergartens? Intuition, demonstration, demonstration, explanation, narration, situational performance, experiment, operation, exercise, example, conversation, appreciation, game, performance, observation, There are so many ways! Learning methods include penetration guidance, contrastive guidance, prompting guidance, transfer guidance, comprehension guidance, etc.

Question 6: What are the main teaching methods of science activities for kindergarten classes? Teaching design and reflection: interesting light spots

Qiu Xuezhu

Design intention:

Once, I walked into the activity room from the outside with a mirror, and the reflection of the mirror On the indoor walls, spots of light are produced. The children kept chasing the light spots. As soon as I shook the mirror, the light spots jumped and moved. The children were very curious. So, I grabbed this point of interest of the children and designed and organized this activity.

Goals:

1. Actively explore the formation and changes of light spots, generate interest in exploration, and experience the fun of exploration.

2. Be willing to use language to express and communicate the process and results of exploration.

3. Develop observation, imagination and hands-on skills.

Preparation:

1. This activity should be performed in clear weather conditions with sunlight coming in from the outdoors.

2. Mirrors, scissors, solid glue, pencils, plasticine, paper, etc. are placed in plastic baskets.

3. Young children have perceptual experience with mirrors and can use a variety of methods to make patterns.

Process:

1. Freely explore where the DD light spots come from?

① Game: Mirror and light. Teachers and children play together in a sunny place holding a mirror to reflect the light onto the ceiling or wall.

② Questions and exchanges: How do you play? What are these bright and shaking things? (Light spots) Where do the light spots come from? Why does it move?

③Summary: When the mirror reflects light on the wall, it will produce light spots, and the light spots will sway as the mirror shakes.

2. Guide the exploration of why the shape of the DD light spot changes?

①Are the light spots on the wall the same? What are the differences? Why? (Guide children to understand the shape of the light spot and the shape of the mirror through observation, operation, and discussion) (It depends on the angle of illumination)

②What does the light spot look like when it shines on the wall?

3. In-depth exploration of how DD changes the shape of the light spot?

① Guide children to discuss freely.

②Children’s operations and experiments. Guide children to paste various homemade patterns or graphics on the mirror, and then play the "mirror and light" game.

③Children communicate with each other about what they have discovered.

Extended activities:

1. In response to the problems that children have in the experiment, take them outdoors for further exploration.

2. Guide children to further explore other ways to change the shape of the light spot besides changing the position of the light source and attaching objects to the mirror.

3. Parents and children are invited to experiment together: use moonlight and lights as light sources to explore whether the mirror can create a shaking light spot.

Reflection on the activity:

Bruner, a famous American psychologist and educator, believes that "the best way to learn is to be interested in the textbooks you are learning." The content of this activity stems from children's interest in light spots and mobilizes children's enthusiasm and initiative in learning.

"Kindergarten Education Guidance Outline (Trial)" points out that the training goal of science education is to cultivate children to be "interested in things and phenomena around them, curious and thirsty for knowledge" and "to be able to use various senses, Use your hands and brain to explore problems” and “be able to express and communicate the process and results of exploration in appropriate ways.” Materials are the best inducements to stimulate and maintain children's interest in exploration. In this activity, I provided a large amount of operating materials for the children, and used the activity materials as a carrier to make the steps of the activities closely linked to the goals and in-depth, which is conducive to the children's continuous exploration and verification.

This activity uses a combination of collective, group and individual activities. Children observe, guess, and experiment with questions, discuss, communicate, and solve problems with each other. This not only improves children's enthusiasm for learning, but also broadens children's thinking and develops children's multi-faceted abilities. For example: When I asked children to think of ways to make their mirrors reflect different spots of light, the children showed great interest and desire to explore. They took the initiative to explore, boldly tried, were willing to communicate, and showed strong imagination and creativity. and language expression ability. They experienced success and satisfaction in practice, pushing the entire activity to perfection. Of course, this activity also has some shortcomings.

First of all, if the activities are held outdoors and children are given more time to explore independently, children may discover more interesting phenomena. For example, during the activity, I found that children with strong abilities can not only change the shape of the light spot by changing the position of the light source, sticking objects on the mirror, etc., but also discovered that multiple light spots overlap and the highlights of the light spot will change. , but due to time and space constraints, young children were unable to explore this issue in depth. Children with weak abilities can only operate step by step according to the teacher's method, which shows that children with weak abilities still do not understand the generation and changes of light spots.

Secondly, safety education can be penetrated in time. During the exploration process, some children deliberately reflected light onto the faces of their companions. The strong light hurt the children's eyes, which is very dangerous. At that time, I...>>

Question 7: What are the teaching methods of kindergarten story classes? There is often such a set of patterns in kindergarten story teaching: first, the teacher tells it with expressions Read the story again and ask the children to listen carefully. After you finish telling, ask: What is the name of the story? What characters or animals are in the story? What was the main thing you talked about? Next, tell the story in sections while showing the pictures, and ask: Who is in this section? What was said? In the meantime, children should also learn new words and short sentences. Finally, let the children listen to the story recording completely, and ask a concluding question: What does this story tell us?

Analyzing this teaching model, we can easily find that it has the following disadvantages:

First, the simplification of the teaching model affects the teaching of story content. No matter what story is told, fitting it into this model will inevitably affect the freshness and sensitivity of children in listening to stories.

Second, the joy and interest of story teaching are lost. This is the charm contained in the story itself. A good story can often be told with a fascinating plot and emotions like spring rain. Move the child's heart and make him or her respond emotionally and resonate.

Third, children listen to stories under the pressure of answering questions. They are always in a passive position. Where do they start to talk about enthusiasm, initiative and creativity in learning? If story teaching is only satisfied with the superficial function of enabling children to acquire knowledge and receive education, then where is the deeper function of story teaching - opening the door of children's hearts to love literature and guiding children to enter the palace of literature? Where is the enlightenment function reflected? ? Therefore, I think it is necessary to improve the model of story teaching in kindergartens, use diversified teaching methods eclectically, and give full play to the functions of story teaching, especially the deep functions, so that children can have spiritual resonance and satisfy them in all aspects. spiritual needs.

Different stories have different contents, plots and structures. I think it is necessary to stimulate children's interest in listening to stories, help children understand the themes and plots of the stories, and create spiritual echoes and cries. The key lies in the teacher's pre-class preparation. Teachers must repeatedly study the works, analyze the theme of the story, master the plot and structure of the story, identify the key points and difficulties, design lesson plans suitable for children and the work, and truly teach students in accordance with their aptitude.

Here, I introduce to you several common methods.

1. Activity participation method

Children are active by nature, and the younger they are, the more obvious this characteristic becomes. Therefore, story teaching should not only be static, but must also be combined with children's physical and operational activities. This can not only help children understand the relevant vocabulary and sentences in the story, but also enable them to become more familiar with the works, experience thoughts and emotions, and consolidate memory. .

In the story "The Little Mouse and the Fallen Leaves", the section where the mother mouse and the little mouse clean up the fallen leaves is very exciting and interesting. It is the focus and difficulty of the whole text. There are not only "top, carry, sweep and rake" These verbs expressing cleaning also use the sentence pattern of "some...some...and some..." in order to highlight the key points and break through the difficulties. I prepared some little mouse headdresses and simple props for the children to perform the story. They were very interested and acted with ease. During the performance, they would naturally use the dialogue, movements, and expressions in the work to reproduce The work and activity participation method is indeed a learning method that children love to see.

2. Difficulty Prepositioning Method

Preschool children still think mainly in concrete images, and abstract logical thinking is still in its infancy. For some things that require multi-level analysis and reasoning, They are still beyond their capabilities.

If before story teaching. If lesson plans are simply designed according to routines, some story contents will be difficult to accept and understand for children who think mainly about concrete images and who do not have rich life experience. At this time, you might as well adopt the difficult-to-prepose method, put the difficult points before teaching, and use certain auxiliary means to guide children to actively discover, explore, and communicate.

For example, in the story "Bao Gong Trials Stones", I considered that it would be difficult for young children to understand "why Bao Gong fined everyone watching the excitement a copper coin and asked them to throw the fined copper coins into the water. "Who is the thief who stole the money from the children selling fried dough sticks?" Before class, I prepared a few basins of water and some coins with and without oil. Before telling the story, I asked the children to do a small experiment in groups. The coins are thrown into clear water in batches. By observing the phenomena during the experimental operation, the children can understand the truth in the story, and achieve the purpose of inspiring children's thinking and developing intelligence... >>