Reflections on the Teaching of Interesting Magic

As a new teacher, we need strong teaching ability. With the help of teaching reflection, we can learn a lot of lecture skills. How to write teaching reflection? The following is my interesting reflection on magic teaching for your reference only. Welcome to reading.

Reflections on the teaching of interesting magic 1 Teachers interact with children through conversation, introducing the theme of magic, arousing children's interest and arousing their experience of watching magic. Teachers' language is humorous, and their relationship with children is more like cordial friends. By joking, the teacher makes the children concentrate, full of curiosity and desire to explore, and lays a good foundation for the following magic learning. The teacher created a mysterious environment for the children, such as letting the children breathe with their hands, pretending to pull the rabbit's ears, and letting the children guess what will happen next, which firmly grasped the children's attention and unconsciously triggered a series of thoughts. Teachers' demonstration in the process of activities is clear and definite. The teacher's teaching order is very clear, from the simple little magic of tearing paper layer by layer to the more difficult little magic of turning a long piece of paper into a circle. Let the child's surprise be stronger every time, and firmly grasp the child's eyes.

Teachers have the ability to adjust the atmosphere of activities and actively ask children to applaud, which not only has a good interaction with children, but also maintains their high enthusiasm. At the same time, it can also make children understand that as an audience, we should give affirmation and encouragement to the performers.

The teacher's teaching content is very creative, and the children like and are interested. So we can set off one climax after another in the activity. In the face of the children's bold questioning, the teachers gave affirmation and praise. Teachers frankly face the different answers given by children, patiently guide them, and strive to answer for each child. Children's interest in exploring things is generated by watching and playing, and their observation ability is also developed. The teacher encourages every child to try to play paper magic, which not only makes children feel the happiness brought by paper magic, but also cultivates their practical ability.

The only thing I think can be improved in the whole activity is that the teacher didn't raise his hand when demonstrating that the long note turned into a big circle, so that every child could observe it clearly, so when the children operated by themselves, there were almost no successful children in this link. The teacher should raise his hand so that every child can see the teacher's operation method more clearly.

In my opinion, a good teaching activity is not only to let children get the knowledge they deserve, but also to achieve the purpose of teacher education activities. More importantly, let children gain a confident and successful experience in a pleasant teaching environment. Teacher Zhou's teaching activities have brought these two precious spiritual wealth to the children.

In the future education and teaching process, I will strive for continuous progress in teaching with my enthusiasm and become a qualified preschool teacher who can organize activities that really benefit children. Every observation and study will bring me new motivation and new direction.

Whether it is a group teaching activity or a game activity, the vividness and effectiveness of each activity need teaching methods and strategies suitable for children.

After two scientific and healthy activities about the wind, the third activity is a language game "Song of the Cloud", which is selected from the daily activities with the theme of "natural language" in the second book of the big class. Mainly to encourage children to create compositions on the basis of learning compositions, express the beauty and richness of language, and experience the fun and happiness of language learning in games.

First, "ask"-learn from the dialogue.

First of all, I asked a question which led to a cloud: "Fenger has a good friend. Do you know who it is? " "It's a cloud." "What's in the cloud?" "The cloud will change", "It will become a big lion", "It will become a big tiger" and "It will become a doll" ... This is based on the study of the prose "Clouds and Breeze".

The child's answer has reached the next game. I took out a picture of the cloud prepared in advance and asked it, "Yes, Cloud Doll, when did you learn so much?" Change flowers, change horses, and become fat dolls. "(asked YunWa demonstration reciting prose)" YunWa ability is big? Why is it so powerful? Let's ask Yunwa, shall we? "The children asked about the cloud doll in unison, and the teacher gave appropriate guidance, so that the children could quickly tell the essay model.

Then the teacher introduced the game to the next link. "I want to ask if the cloud doll can conjure up what I want and see if the cloud doll has promised." "If you change it next time, don't forget to bring me a small handkerchief. My little brother in kindergarten uses it to wipe my sweat on a hot day." "Did Cloud Doll make a handkerchief?" "No" "Ask the children to ask Yunwa?" As soon as the child asked, I immediately changed the clouds into white square paper: "The little handkerchief has changed."

Second, change and tear words.

"Cloud doll has changed into a handkerchief. What else do you want Cloud Doll to change? " Ask the child for guidance.

I randomly choose one to change according to the child's request. "Then let the cloud doll become a gun, but we have to ask the cloud doll?" Guide children to ask Yunwa in prose: "Hello, I love you."

Under the child's questioning, I immediately tore a piece of white paper into the shape of a gun and sent it to the boy who wanted a gun. Now the children are getting excited. They all want to know what the cloud doll has changed.

I continue to let the children talk about what I want Cloud Doll to change.

"changing flowers"

"Become a butterfly"

"changing stars"

Become a rabbit

I conjured flowers, butterflies and rabbits in the children's recitation. How happy the children who got the cloud doll gift are, and other children are vying for it. How many children want stars? What should I do? It's best to create several at a time, so as to meet the requirements of several children at the same time.

I folded the white paper four or five times and tore out four or five stars at a time. This time, higher requirements are put forward for young children. "You should talk to Yunwa in a nice voice, or Yunwa won't give gifts."

The child's voice has changed, and the cloud doll has changed more and more things.

Sometimes the child really gives me a problem. It's a little difficult for me to tear up what the cloud doll has changed, but the child still likes what the cloud doll has changed, which is abstracted into an imaginary object in the eyes of the child, so the child creates and learns to speak in the process of the cloud doll's change.

Only 20 minutes have passed, and all the children's wishes have not been met. Some children want more gifts from cloud dolls. Well, let's continue to change after lunch.

Daily game activities are an indispensable part of theme activities, which consolidate, deepen, extend and expand the theme activities and better achieve the theme goals.

Reflection on the Teaching of Fun Magic 2 This teaching activity is based on the processed and packaged waste newspapers. It mainly develops children's jumping ability by learning to jump forward with their feet together and jumping left and right through a paper stick, so that they can boldly try to explore. The whole activity gave full play to the versatility of paper sticks, and the beginning of the activity was designed to warm up with paper sticks, laying the foundation for the next link. In the basic part, let the children "play with something" with a paper stick first. In the process of playing with paper sticks freely, the children performed particularly well, which was beyond my expectation. Some people use paper sticks as crutches, some people jump with their feet together in a river, and some people put paper sticks on their palms to perform acrobatics. I praise children who are creative in time and encourage them to find different ways to play. In the form of free organization, there are both decentralized exercises and collective exercises. Teachers can also observe children more in practice and give guidance and help to individual children with poor ability. Finally, a group competition was held, which pushed the whole activity to a climax.

However, there are still some shortcomings, such as the transition links of each part are not particularly natural, and the time control of each link is not good enough. If the distance between paper sticks can be adjusted with different difficulties, it will be more perfect for children to further improve and develop on the original basis.

Reflections on the teaching of interesting magic III. Children in large classes have an innate interest in magic and show great curiosity. In the eyes of children in large classes, "magician" is a very magical and omnipotent figure. Children in large classes, who have some life experience and independent thinking, will like this character more and have a strong interest. In order to let the children have an interesting, lively, happy and relaxed class. So in this teaching and research class, I chose the comprehensive activity of the big class-"fun magic".

The purpose of this activity is to guide children to stimulate their desire to explore the scientific principles of magic and their interest in hands-on operation by watching magic performances and simulated magic performances, to lead children to feel magic, to actively guide children to make full use of various senses, to use their hands and brains, to actively explore the secrets of magic, to express the results of exploration through their own magic performances, and finally to end the activity by setting questions and to stimulate children's interest in continuing exploration.

In the goal positioning, it is also based on the child's actual ability, which the child can achieve. During the activity, both the magic performed by the teacher and the secrets discovered by the children themselves experienced happiness, were attracted by the performance, and also had a good impression and admiration for the teacher.

During the activity, I used the magic "card color change" to attract children's attention, and invited them to cooperate with me, which further improved children's interest and mobilized other children's emotional enthusiasm. During the performance, the process of magic surprised the children. Especially later, the children watched the teacher's magic of "rabbit ears" and "small circle becomes big circle", which fully exercised their thinking and their ideas were full of creativity because of your magic.

During the whole activity, children are very eager to change themselves. So in practice, I let my children watch me, guess by themselves, guess by themselves, do by themselves, explain the secrets by themselves and do by themselves. Children are not only good at magic operation, but also interested, and their thinking and hands-on ability are improved together.

At the end of the activity, the children were still wanting more and raised various questions about the teacher's magic. Because of doubts, they have been thinking, because thinking needs to be confirmed and language needs to be strengthened. For the magic itself, the children also learned "professional" knowledge such as "fake action" and "good secrecy" and had a good time.

Of course, there are also some shortcomings in the activities, such as lack of wit in class or lack of adaptability. I can't handle the ball thrown by the child well. For example, when I ask my child something like "Do you believe me?" Some children said yes, some children said no, and I passed over their answers. After class, I can thank the children who believe in me first: "Thank you for believing in me." I should also respond to children who don't believe me: "I really admire your skepticism." These two sentences can not only respond to the child's guess, but also definitely don't believe my child. Nowadays, children trust their teachers, no matter how they are, so I think this "skeptical spirit" is very valuable, so I will dare to express my opinions boldly next time.