A case study of kindergarten teaching reflection

Cases of kindergarten teaching reflection (selected 10 articles)

As a new teacher, we need strong teaching ability. We can put the insights gained in the teaching process into Recorded in the teaching reflection, how to highlight the key points of the teaching reflection? The following are cases of reflection on kindergarten teaching that I compiled for you (selected 10 articles). You are welcome to learn from and refer to them. I hope it will be helpful to you.

Case Study 1 of Kindergarten Teaching Reflection

One day, during the morning break, I was organizing the children to go to the toilet. Lingling came over and told me that Jiajia fell and soiled her pants. . So I went over to pick up Jiajia and prepared to clean her. Unexpectedly, Jiejie also came over to clean her, which moved me very much. Looking back, most of the children were holding their noses with their hands, looking disgusted.

Usually we always patiently educate children to care for each other, help each other, and take care of each other, but in reality it is a different story. So, after I helped Jiajia get dressed, I asked her with concern: "Jiajia, everyone laughed at you just now. Do you feel good?" Jiajia shook her head sadly. Then, I asked the children a question: "What would you do if you saw someone else falling?" Some children said: "You shouldn't laugh at her." "You should give him a hand, no." Everyone spoke very positively. , and finally after discussion: The children know that our top class is a big family. Everyone will have difficulties and need the care and help of others. We should be as enthusiastic as a family to help our friends.

This emergency incident made me realize a truth: compassion is getting farther and farther away from children. Children are overwhelmed by the love of adults and do not know how to sympathize and care for others. , everything is "self"-centered, and lacks the spirit of humility, friendship, and unity in life. They often fight for toys and cannot be humble. But children will always grow up and leave the nest built by their parents. To survive, they must not only rely on their skills, but more importantly, learn how to interact with others, how to sympathize with and care for others, and establish good interpersonal relationships. As a preschool teacher, cultivating children's noble moral qualities is one of the goals of early childhood education. Only by grasping the small things in daily life and seizing the educational opportunities can we get twice the result with half the effort. Case Study 2 of Kindergarten Teaching Reflection

"Naughty Colorful Light" is a language activity that uses interesting literary works as the first activity of "Colorful World" to allow children to immediately pay attention to the relationship between light and object colors. relationship, thus generating interest in observation and inquiry. The activity uses a story to allow children to intuitively understand the seven colors of light - red, orange, yellow, green, blue, blue and purple.

In the activity, children can understand the content of the story by appreciating the story and answering questions. In the sessions of "appreciating stories" and "understanding stories", the children's thinking followed the theme of the activity. Everyone was immersed in the colorful world of light and started discussions around the colors of light and objects. In the third session, "Discussing the relationship between light and people's lives," I asked: "What would happen if there was no light in our lives?" At the beginning, everyone focused on the color of light. For example, everything was black, there were no good-looking colors, etc. Later, with the change of one child's thinking, the focus of everyone's discussion on this issue also changed. This child said: "Light brings us warmth. If there was no light on the earth, we would all be freezing to death." It was like hitting a thousand waves with one stone, and other children immediately started to focus on the cold and heat that light brings to us. The problem is opened. This was not mentioned in the previous link. But children can integrate past experiences. When it comes to this issue, I think it is very good.

Because a lot of knowledge is related to each other rather than separated from each other. Children can think of various aspects related to this from one point, which shows that their thinking is very active and they are actively constructing a knowledge system. Case Study 3 of Kindergarten Teaching Reflection

During the activity, I told and analyzed paragraph by paragraph, using different methods in the four different seasons. I listened first and then talked, guessed first and then talked, and watched and talked at the same time.

The story is told in sections based on pictures. The vivid description of the story uses a personification method to tell the relatively abstract phenomenon of the change of seasons. The four seasons are described as four dolls. Each time I talk about a doll, When going out to play, focus on guiding the child to tell who he is playing with? What changes occurred while playing? The main purpose is to let children describe the characteristics of the changing seasons based on the content of the story. In order to let the children further understand the more abstract phenomenon of the characteristics and sequence of the four seasons, I asked the children to put on headdresses and play the roles of spring, summer, autumn and winter respectively to perform, and the rest of the children acted as children. When I said "when the spring dolls come out to play", the children pretending to be spring dolls walked around and said "spring is coming, spring is coming". Then I called Sister Chun and Sister Chunyu to play together. Some of the children acted out the scene of spring coming and feeling comfortable when the spring blows on them, and some acted out the scene of rain. The summer doll led the hot father-in-law out, saying "summer is coming, summer is coming" as he walked. Some children performed hot sweat-wiping movements.

When telling the story in sections, pay attention to simplifying the links, and no longer ask questions and repeat the sentences that have been understood to make each link more compact. The scene when the summer doll comes out is performed by roles, which is very interesting to the children. It is rich and the created movements are also very rich; before listening to the story in full, let the children choose their favorite seasonal dolls according to their own wishes and sit in groups, and listen carefully to the scene when the doll comes out. How can it be performed? This requirement makes children more attentive to fully appreciate the story.

I strengthened the study of each paragraph, so that the children could better understand the content, know that they can’t fulfill their wishes even if they find friends, and also discovered the changes that have happened to them together. Natural changes are of great interest. From this activity, let the children carefully appreciate and understand the content. Children from middle school to middle school can discover some secrets and what they want to know. Through the activities, they can discover what they need to pay attention to their children, which is also the foothold of their own activities. This is also determined based on development ability. In this way, the children will learn happily and happily, and some of their doubts will be solved and certain results will be achieved.

This activity allows children to immerse themselves in the scenes of the four seasons. Children combine their existing experiences through role performances to generate emotional resonance and rich associations. On the basis of allowing children to further understand the characteristics of the four seasons, they can experience the different beauties of the four seasons and inspire children to love the beautiful emotions of nature.

From this activity, let the children carefully appreciate, listen and understand the content. From the middle and younger children, they can discover some secrets and what they want to know. Through the activities, they can discover and pay attention to the children's things. What is needed is also the foothold of one's own activities, which is also determined based on development ability. In this way, children can learn happily, learn happily, and solve some of their doubts, achieving certain results. Case 4 of Kindergarten Teaching Reflection

Fact Record:

In the game of "grabbing chairs", I slightly changed the rules of the game and asked the children who grabbed the chairs to sit down to help but failed to grab them. The child sits down on the chair. In the first round of "musical chairs", each child's personality was fully reflected. The shy and introverted Danni couldn't find a seat, so the child pulled her to sit on his lap. Danni looked at me with pleading eyes and refused to sit on it; Fan Zhihao, who was short, smart and lively, didn't grab the seat and hurriedly started. I ran from one end of the chair to the other, ran back and forth twice, and finally shared a chair with another child. To my surprise, Beibei, who had quarreled with his friends the day before yesterday over grabbing a big rubber ball, actually asked the child who couldn't grab the chair to sit on his lap; the two little guys who often fought hugged each other. , and smiled at me together, as if to say: "Look, let's sit down, we are good friends!"

As the number of chairs decreased, our freshman class showed amazing unity Strength and cooperation. In the end, there were up to four children sitting on the same chair. Although the fourth child did not sit down at all, but bent his legs slightly and leaned on the lap of the child behind him! They smiled and looked at me expectantly, waiting for me to agree with their way.

Analysis:

I was moved by their spirit of cooperation and sharing at the "critical" moment. Maybe they don't know what "cooperation" and what "sharing" are, Isn't this the prototype of the spirit of cooperation and sharing? We often "judge the belly of a child with an adult's heart" and exaggerate the bad behaviors of children in daily life. To be honest, when I first took over this class, the routine of these children really gave me a headache. However, in activities one after another, the children showed me their purity, cuteness, strength and extraordinaryness time and time again!

Strategy:

1. Pay more attention to children at ordinary times Communicate and discover the shining points of every child.

2. Be more patient with children’s bad behaviors, help and wait for changes in children’s behavior. Case Study 5 of Kindergarten Teaching Reflection

The big class mental health activity "Happiness and Unhappiness" begins with the teacher leading the children to dance "Health Song" together, using teacher-student games to fully experience happiness. . Through conversations, children's cries are triggered, so that children understand the truth that "happiness makes people mentally healthy, and unhappiness affects people's health, so we must always maintain a happy mood." In this link, most children seem to have a certain understanding of "happiness". It also inspires children’s desire to be friends with happiness.

The second part of the activity is to play the "Happy Wheel" game to find the secret of happiness and display it like the rays of the sun. In this link, I wanted to use this game directly at first, but because the child told me this and that, I ran away with the child, and the "Happy Carousel" was not used well. In the second half of the game, I originally wanted to use a blank format to allow children to continue searching in life, but I still forgot about it, and this part also took a long time.

The third part of the activity is the "Big Lottery", which aims to allow children to experience the unsatisfactory and unhappy things they will encounter in life. Through interviews with children who have won and those who have not won, the children who have won are guided. Share it with the children who have not won the prize, so that the children can realize that happiness can be shared. During this session, because I didn’t know the class I was borrowing very well, the five “lucky stars” I originally prepared turned out to be only two. Moreover, I found that the children had not opened the candies I had packed in plastic bags. , just gave the other bag to his good friend.

The last part is the group dance "Together with Happiness". In a cheerful atmosphere, children can further experience the meaning of their own happiness and the happiness of others, and once again enhance the happy atmosphere of the activity.

Looking at the entire activity, I feel that I was more attentive in the preparation of the activity, from the preparation of materials, the design of the links, to the further adjustment of the activity after two trial teachings. However, further attention needs to be paid to the details. For example: the understanding of the class is not enough, the preparation of materials is not combined with the actual situation of the class, the teacher's language is not concise enough, etc. Case Study 6 of Kindergarten Teaching Reflection

Children often see the phenomenon of objects falling freely, but they do not know the "mystery" of it. The scientific activity "100% Falling" guides children to become interested in imagining the whereabouts of objects through demonstrations, observations, experiments and other methods, and to have a preliminary understanding of the inevitability and direction of falling objects.

In this activity, I used experiments to let children understand the phenomenon of falling objects. In the first session, when I presented the homemade "豱辱辱边" teaching aid, the children were very interested. They saw the objects in the teacher's hands falling to the ground, and they all discussed "the things will fall to the ground as soon as the teacher lets go" and "the teacher has to pick them up"... Seeing that the children were interested, I promptly told them the whereabouts of the objects. Necessity, recognizing the existence of the earth's gravity. At the same time, during the activity, I mentioned that the earth "sucks" everything into it, and some children asked, "Then why can airplanes and birds fly in the sky?" knowing that they take a lot of "effort" When they were able to leave the ground, the children became interested in hot air balloons again. They began to discuss hot air balloons one by one, "Do hot air balloons fly by pressure?" "The fire inside the hot air balloon will go out." "Falling down" "The hot air balloon was not sucked"... Seeing the children's discussion becoming more and more lively, I quickly talked about the hot air balloon briefly in response to the children's interest and asked them to discuss it after class.

In the last part of the "Beautiful Falling Road" experiment, I first demonstrated it to the children.

When I saw that the children were very interested, I asked them to operate it by themselves. The children carefully watched how their "road" fell and carefully experienced the fun of operation. At the same time, they further felt the inevitability of the object's fall during the operation.

There are also many problems with this event: Because I was not fully prepared, the table and the ground were a mess. I should have thought carefully in advance. Children should also be carefully observed during activities, listen to their conversations, discover their interests and experiences in their conversations, and stimulate children to take the initiative to learn. The ability to organize and regulate activities needs to be improved. Case 7 of kindergarten teaching reflection

The "Outline" points out: "You can feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics." Chen Heqin said: "Teaching by doing, doing "Learn and make progress by doing." Let children experience the joy of mathematical activities in a relaxed and pleasant atmosphere.

Mathematical activities are a difficult area for our young teachers to master. Today's "Distinguishing Odd and Even Numbers (1)" is a casual lesson. As the activity progressed, it was discovered that a big problem had arisen. Communicate with leaders and colleagues in a timely manner after the event. Reflection:

1. Adequate preparation of teaching aids should serve children’s operational learning

In the first part of the activity: Perception of odd and even numbers, points 3 and 4: Please The children take out the corresponding snowflakes according to the numbers on the cards; please count them 2 by 2. What do you find? Let the children try to count 2 pieces by 2 pieces. In fact, it is to let the children discover the knowledge points they want to learn today during the operation and independent exploration: 2 2 numbers with more than 1 in the end are called odd numbers; 2 Two numbers that have just been counted and are equal, and the numbers that represent these quantities are called even numbers. This link is the key for children to discover and construct knowledge points in independent exploration. As a teacher, I designed this link, and the children also operated and perceived it, but I did not sort out what the children perceived and discovered in a timely manner, so that the design intention of this link was lost; nor did I This pave the way for the following summary of knowledge points, making the summary a form of instilling knowledge.

As a child in a large class, you can use a record sheet to allow children to record in time during operations, simply present the phenomena of things in the form of records, and easily find out the rules. Children can use the table to realize that the original knowledge is incorrect or there are some errors in operation, so that the children's knowledge can be systematized and the children's findings can be verified. Children are in an active and active learning state. Therefore, the tables that appear in the teacher's summary are extracted from the children, and the knowledge points that the teacher wants to summarize are also discovered and summarized by the children themselves.

2. Knowledge learning is a kind of accumulation in children’s active exploration

Learners are the main body of learning activities. In the process of constructing knowledge, teachers are not only the disseminators of knowledge , should be a supporter, collaborator, and guide of learning activities. No matter which field it is, every knowledge point should be an experience that teachers guide children to actively construct through independent exploration based on life experience and existing knowledge. In this mathematics activity, the learning of knowledge is actually a process of discovery-combination-summarization. Let the children search and discover through independent operation and exploration, and the teacher will help guide and organize. The teacher's teaching is actually a summary of the new knowledge discovered and accumulated by the children in today's classroom.

3. Lifestyle and gamification in mathematics education

It is pointed out in the "Outline": "Be able to feel the quantitative relationship of things and experience the importance of mathematics from life and games. and interesting.” That is, making mathematics education a reality. This is pretty good. At the beginning of the activity, I presented pairs of physical objects: socks and shoes. Question: What is this? How many? (How many are there? How many pairs are there?) The two paired objects are a pair. Please think about which objects are also a pair? Fully explore the value of life in mathematics education. Cleverly grasp the integration of mathematical knowledge and life, choose based on children's life and experience, focus on exploring the factors of mathematics education in life, improve children's interest, enhance children's thirst for knowledge, and naturally create an environment for mathematical activities.

The process of design-practice-reflection gave me a more thorough understanding of the application of teaching materials and design intentions.

There is still a lot to learn in the field of mathematics. I will read more old textbooks and enter more classrooms of old teachers to learn their teaching concepts and teaching methods, and gain insights through careful practice and reflection... Case 8 of kindergarten teaching reflection

In this open class, I want to explore how to teach activity classes, and hope to discuss with my colleagues to jointly solve the long-standing problems in comprehensive learning. Existential confusion. I mainly tried the following three points:

First, create a teaching model that stimulates students' interest. In view of the phenomenon that students had little interest and stayed out of the comprehensive learning process in the past, the starting point of teaching is positioned at the students' actual learning status. In order to stimulate students' strong interest in independent inquiry, I reprocessed the teaching materials of this unit. Combined with the actual situation of students in our school, the "roaming in the Chinese world" has been changed into "approaching Confucius", and the goal is directly aimed at "The Analects of Confucius" and Confucius, which is targeted. In the preparation stage of the activity, open classes are used as an opportunity to encourage students to show off courageously, bring glory to the collective and individuals, expand the time and space limited to the classroom outside the classroom, and change passive completion of learning tasks into active participation.

Second, advocate cooperation and inquiry learning methods. Organize students to effectively solve problems through cooperation and inquiry, and experience the success of cooperation and the joy of sharing. In the setting of activity goals, the core cohesion of the group is highlighted, and students are consciously guided to develop the learning habits of cooperation and inquiry, and strive to enable students to form an active learning method that actively explores knowledge and pays attention to solving practical problems.

Third, pay attention to the subjectivity of students and make the classroom truly "active". The role of the teacher in the classroom should be to "invite good ideas". The ultimate goal of a class is not to show off the teacher, but to allow students to learn knowledge, master methods, understand principles, be influenced, and be able to freely enjoy the joy of learning. In this class, the teacher only introduced the class passionately at the beginning, summarized and guided the homework at the end, and only made random comments and supplements in the middle part. The rest of the time was given to the group representatives to make reports and speeches.

However, the final effect of the class was not exactly what I had preset before class. First of all, it is reflected in the grasp of time and rhythm. The early organizational process was a bit sluggish, the number of group representatives was too large, and some duplication of data was not controlled. Therefore, the final teaching time was not enough, there was no activity evaluation and summary, and part of the consolidation exercise was processed too quickly. Secondly, the grouping of activities lacks scientificity. I was divided into groups based on seats closest to each other. Facts have proved that this grouping is unscientific. Because students' interests and hobbies were not taken into account, there was duplication of group content in the communication reports. Also, the activity results are generated in a single way. At the end of the activity class, in order to consolidate the results of the activity, I asked each student to complete an idiom and famous saying accumulation question. In addition, I suggested that each group make a handwritten report of the activity content. But when I was guiding, I was too rough and did not fully consider the students' strengths and interests. Instead, I limited the students' thinking and expression. Case 9 of kindergarten teaching reflection

Mathematics is everywhere in life. Numbers are closely related to our lives. Without numbers, our lives would be disrupted or cause a lot of inconvenience. Therefore, this teaching activity "Numbers in Life" is based on numbers that can be seen everywhere in children's lives, allowing children to discover numbers in life, initially understand their different uses, and learn to use numbers to solve some practical problems in life. questions and experience the fun of the activity. This not only stimulates children's interest in numbers, but also cultivates children's emotional attitude of actively paying attention to things around them.

In this activity, I first let the children communicate with each other to stimulate their enthusiasm for participating in the activity. Before the activity, I first asked the children to collect, find and record some numbers in life. I asked the children to take out the things with numbers that had been collected in advance and share the functions of these numbers with the children. The children first individually communicated about the functions of the numbers on the items they brought; because the children all wanted to express their findings, I asked the children to talk about their findings with their peers; then I prepared some Digital Objects Analyze my "finds" with the children.

The second is the transfer of experience, perceiving the close relationship between numbers and our daily lives. In the first session, the children hold their own things. In the second session, the children are required to break away from the intuitive objects, triggering their existing experience to find numbers in life.

Children are very good at finding bus route numbers, car and motorcycle license plates, and there are many numbers in supermarkets. They basically know the functions of these numbers. The children found many places with numbers. They even found numbers on the zipper pulls of their clothes. It is true that there is strength in numbers, and we have found a lot of numerical things together.

The third part is operations for young children. Use young children's understanding of numbers in life to apply them to practice.

Through this activity, I gained a lot. The entire activity link is very clear. Each link is closely linked and progressive. The design questions are also effective and can activate The little minds of young children. But shortcomings also exist, and some details need to be paid attention to. In this activity, I deeply understood that it is important for children to collect what they need for class. During the activity, the children were willing to freely pick the "fruits" they were interested in in the rich and colorful real life. The "fruits" they picked were colorful. Then they returned to the classroom to communicate and enjoyed the "fruits" The abundance of "fruit" plays the role of "one is worth dozens".

Give the children some opportunities to experience by themselves; give the children some conditions to exercise on their own; give them some questions and let them find the answers on their own... Believe in the children and give them more personal experiences. Opportunities for practical activities. Case Study 10 of Kindergarten Teaching Reflection

The second activity every Monday morning is the special activity of tearing paper in our class. In this special activity, we will arrange a manual activity about tearing paper. This week The special activity of tearing paper is learning to symmetrically tear "love". Before the activity, Teacher Shan had prepared paper-tearing materials for the children, symmetrically folded pink paper, and half a heart outline drawn on the paper. When I saw these prepared materials, I also said to her: "Our teachers have done too much, they just tear it up, they should be able to do it." Teacher Shan said: "Teacher Gu, don't be too tall Guess them, their hands-on ability is still very weak." I agreed with Teacher Shan, and started teaching the children about symmetry and how to tear apart hearts. When the children got the paper-tearing materials and started to tear the paper independently, problems arose: some children almost split the love heart into two halves, some children held the paper still and kept saying "I don't know how to tear it", some children Some children only focus on tearing the paper and do not follow the outline of the heart. Some children ask children who know how to tear to help them tear it... Of course, there are children who succeed, but there are very few. Why did what I thought was an extremely simple symmetrical paper tearing method cause so many problems when it was implemented in our class? After the event I started to reflect.

1. There are too few opportunities for hands-on operations

Although our class has carried out weekly paper tearing activities since the last semester, the paper tearing activities only once a week cannot achieve the goal at all. The effect of children’s paper tearing practice. In addition, children usually have very few hands-on opportunities, especially at home. Firstly, parents are worried about the danger to their children and do not let their children come into contact with art tools such as scissors. Secondly, they are afraid that their children will make a mess at home and do not allow their children to use them. Activities such as tearing paper, crafts, etc. will create what they consider to be some junk. In such an environment, children's hands-on skills are not properly practiced, so that when tearing paper, the children's hands become inflexible and fail to complete the paper-tearing work.

2. The finger muscles of young children are immature.

The development of each part of the child's body has a certain period of time. It may be that the hand muscles of children in small classes have not yet developed well. , especially the fine movements that require finger movement, children in small classes still have difficulties. In response to this phenomenon of underdeveloped finger muscles, our teachers can create more game activities that can help children develop fine hand movements, such as buttoning, stringing beads, coloring, etc. This allows children to better develop their fine hand movements during these play activities.

3. Some children are too timid to try

The individual differences among the children in my class are large, and the differences in hands-on ability are also obvious. These timid children, the reason why they dare not tear up the paper may be because they are afraid of tearing the work, and they may not know where to start. If the teacher gives them After tearing a hole, it is estimated that he will start to tear the paper independently; thirdly, he may not listen when the teacher teaches, and he does not know what to do.

In response to these phenomena, in future paper tearing activities, our teachers should especially encourage these timid children to tear up the paper boldly and tell them that it does not matter if they tear it, as long as the works they tear out are great. Teachers also need to ensure that every child can see their own demonstration before children operate, and they must use various forms to attract children to watch the demonstration activities.

4. Whole-class operations lead to untimely teacher guidance

Paper tearing activities are suitable for regional activities because there are fewer people in regional activities, making it easier for teachers to provide guidance. And our whole class is doing paper tearing activities, and the children are doing it at the same time. When the teacher is instructing one group of children, there may be children in other groups who have destroyed the operating materials because they did not receive timely guidance. In this way, when the teacher comes to guide, there is no more material to let the children do the paper tearing activity again. In view of the problem that children cannot receive timely guidance, we can only prepare more operating materials for children for the time being, so that if children make mistakes in operation, they will have the opportunity to tear the paper again. ;