Reflection Cases on Teaching in Kindergarten Large Classes

Cases of Reflection on Large Class Teaching in Kindergarten

Part 1: Cases of Reflection on Large Class Teaching

The most meaningful thing about early childhood art education is discovery The creative potential of young children. In children's art activities, children's creativity should be given top priority, rather than the teaching of knowledge and skills. We should try our best to provide children with opportunities for self-expression and encourage children to boldly express their unique thoughts and feelings.

Case background:

The art activity "Lion" was selected from the first semester of the Anhui Province unified textbook. The image of the big lion is exaggerated and powerful, and it is an animal that is very familiar to children. . Therefore, in this semester's garden-based teaching and research class tutoring activities, two teachers from our large class art group selected this lesson after consultation. In order to teach this lesson well, a research group consisting of teachers Sheng Yulan, Wang Chunrong, Wang Yuan and me was set up. Based on the actual situation of our class and the age differences of the children, we jointly adjusted the original lesson plan. .

Case presentation:

Art activities for large classes - Lion

My thoughts on the adjusted lesson plan from the original lesson plan

Goal:

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1. Know the need to protect animals, care for the environment, and develop a love for nature.

2. Try to draw the main appearance characteristics of the lion, and add a background related to the lion. Goals:

1. Know the need to protect animals, care for the environment, and develop a love for nature.

2. Try to draw the main appearance characteristics of the lion, and add a background related to the lion.

3. Cultivate children’s oral expression ability. In art teaching, it is very necessary to use language as an inner activity throughout.

Preparation:

1. Pictures of lions, oil pastels, and markers.

2. Children’s manipulation materials. Preparation:

1. Pictures of lions, oil pastels, and markers.

2. Children’s manipulation materials.

3. "The Lion King" disc, TV, and VCD.

4. Draw a picture of a fan and a picture of a lion.

Process:

1. Arouse children’s interest in conversation. Teacher: What animal has beautiful mane?

2. Show the picture and let the children observe the lion.

(1) Question: Have you ever seen a lion? What does it look like? Where do you live?

(2) Teacher summary.

3. Educate young children to love animals

(1) Question: Lions have their own homes. Can we break into their homes and destroy their living environment?

(2) Teacher summary,

4. The teacher demonstrates how to draw a lion.

Focus on explaining several forms of mane hair.

5. Children’s painting, guided by teachers. Process:

1. Play the disc clip of "The Lion King".

2. Conversation:

(1) What does the lion you just saw look like? Where do you live?

(2) Teacher summary: Lions are carnivores. The fur is golden yellow. The male lion has a strong body and long mane on his head. Lions mainly live on the African grasslands. In order to let more people see lions, some lions are transported to zoos for people to watch.

3. Educate young children to care for animals.

(1) Question: Lions have their own homes. Can we break into their homes and destroy their living environment?

(2) Summary: We must protect it and cannot kill it at will or destroy the ecological environment.

4. Show demonstrations

Teacher: Do you like lions? Look, teacher, there are several lions here. Do you want to know how they were drawn?

5. The teacher demonstrates how to draw a lion, focusing on several expressions of mane.

6. Children paint, guided by the teacher (play background music).

(1) Encourage children to draw lion life scenes.

(2) Draw a male lion or a family of lions.

7. Children make up a story about their paintings to share with their peers and teachers. The playback of animation attracts the attention of children. Children accept intuitive things quickly and are also very interested.

Let children have a preliminary understanding of male lions.

It deepens children’s understanding of the lion family.

While teaching art skills, we also conduct moral and environmental education, killing three birds with one stone.

Appreciating the teacher’s model paintings is intended to provide children with the influence of beauty while observing.

Demonstrates drawing techniques, gives children an intuitive impression, and introduces several forms of mane expressions.

The combination of music and painting makes the five major areas naturally integrated.

Aimed at cultivating children’s imagination, oral expression ability and self-confidence.

Reflection on the case: From the perspective of the activity process, although the ideas are clear and clear, from the perspective of the results after class, most of the children's works are the same, no different from the lion in the teacher's model painting. While I was disappointed, I couldn't help but ask myself what role did I assign to myself in the event? After thinking calmly, I think I still haven’t gotten out of the old pattern: first the teacher demonstrates and explains, and then the children imitate or create simple creations. This method is time-saving and simple, but it not only inhibits children's creativity, but also causes children to have a mentality of not having their own ideas and blindly obeying authority, which is not conducive to the development of a sound personality.

After the activity, some questions always bother me: how to make children’s works rich and colorful, how to make each child’s work have its own personality, how to make every child’s work original and original. Can you develop on the basis of others and share the happiness of your own success? So, I reread the passage in the "Outline" that "guides children to contact the surrounding environment and beautiful people, things, and things in life, enriches their emotional experience and aesthetic taste, and stimulates their interest in discovering and creating beauty." Very inspired. I think if this activity is adjusted to the following process, maybe the effect will be improved!

Ask the following questions around the appreciation examples. The first one is a teacher’s work: What is the name of this painting? How do you know it's a male lion? What is this male lion doing? Where is it? Through this link, firstly, the children can understand the image characteristics of the male lion; secondly, the children can understand that the main content of the work must be in an eye-catching place in the picture. In addition, let the children experience the exaggerated shape of the male lion's mane.

Then show the second child’s work:

How many lions are there in the picture? Who are they? What's the difference between them and male lions? Besides playing games together, what else do they do? This link diverged children's thinking and laid the foundation for children's creation.

Then compare the first and second paintings:

What is the difference between the male lions in these two paintings? What other ways to draw mane? In these two paintings, what was painted first and what was painted last?

The questions in this section break through many difficult points, expand children’s thinking, and open windows of imagination for children.

Finally, when the teacher asked the children to take a picture of the lion, the children would definitely do it boldly.

After such a modified design, although the discussion took more time to demonstrate and explain, I think this link will definitely mobilize the initiative and creativity of children's learning. Perhaps this is the reason why teachers in the past repeatedly asked them to draw after demonstrations and explanations. You have to be different from the teacher, but most children still have to copy the crux of the model!

What I gained from the activity:

1. In early childhood, I had little knowledge and experience, and my thinking was not fixed. Cultivate children's creative thinking ability and help them accumulate various key experiences, which are more in line with children's needs and possibilities than forming concepts. Therefore, in art teaching, we must carefully design questions, organize discussions, change teachers' one-way transfer of knowledge and skills, create bilateral activities of teaching and learning for teachers and students, and cultivate children in discussions to transfer past knowledge to new ones. In situations, develop them to boldly express their understanding and be willing to show unusual understanding and habits.

2. Art creation is an extremely individual activity. Each child has his own conception and expression, but personal ideas are limited after all. During the children's activities, the teacher introduces the creative ideas and unique expressions of individual children, which will neither interfere with the collective nor restrict the creativity of other children. On the contrary, I think it is the promotion of creativity in young children. However, if this kind of introduction and communication is postponed until after the children's works are completed, the opportunity for the children to learn, create, and transcend has been missed, and its significance will be very small.

Part 2: Large class teaching reflection case

Activity goals:

1. Be able to use observation, guessing, discussion and other methods to read picture books and understand the role of earthworms in picture books. Things that happened at different times.

2. Understand the basic expression form of diary from reading picture books, try to use painting form to continue writing diary, and be able to boldly and coherently describe the content of continued diary.

3. Experience the fun of reading and continuing to write a diary.

Activity preparation:

1. "The Earthworm's Diary" picture book.

2. Selectively take picture book pictures into photos and set up PPT presentation mode.

3. Sound effects: children’s screams, dance music.

4. White paper and crayons are provided to each group of children.

Activity process:

1. Directly show the cover of the picture book "Diary of the Earthworm" to stimulate interest:

1. Show the cover picture to understand the title of the book.

Teacher: Today the teacher brought an interesting book. Let’s take a look at the cover of the book. What did you see? What do you understand? What are the characteristics of this earthworm? (Children observe the narration on the cover and learn the name of the story "The Earthworm's Diary".)

2. Guide children to discuss: What is a diary?

Teacher: So what does a diary look like? Is it what you think? Let's read this book together and find the answer.

2. Teachers and children read together to understand the content of the picture book story and the basic expression form of the diary.

1. Reading for the first time inspires children to look, think, and talk, and initially understand the content of the picture book story.

(1) Guide children to read the first page.

Teacher: This is Earthworm’s first diary. Do you know when Earthworm wrote this diary? (March 1) It turns out that when keeping a diary, you have to write down the month and day first. On this day, who? What happened? (Children observe the scene and narrate it.)

The teacher tells the story: It turns out that earthworms and spiders are good friends. Today, the earthworm taught the spider how to burrow into the ground. Did the spider succeed? How did you figure it out? Tomorrow the spider will teach the earthworm how to walk upside down. Do you think Earthworm will succeed tomorrow?

(2) Guide children to read the second page.

Teacher: It’s the next day. How should we record the date in the diary? By the way, March 2nd, did earthworms learn to stand on their heads on this day? Why didn't it succeed? (Understand that earthworms have no legs and cannot be attached to branches.)

(3) The teacher guides the children to read the third page.

(Playing the child’s scream) Teacher: What did you hear? Whose voice is this? What happened to them? What does this have to do with earthworms? Children boldly imagine and guess. The teacher tells the story.

Teacher: On what day did this happen? How do you know? By the way, Earthworm has a date at the top of his diary to record what happened to him on that day. What would happen if you encountered an earthworm?

(4) Guide children to read the fourth page.

Teacher: Yesterday was March 3rd, and the earthworm did something very naughty. Today is (March 4th), the earthworm is no longer naughty, it has become very polite. How did the teacher know? (See it from the earthworm's diary) Let's take a look at what the earthworm wrote in its diary today.

(5) Guide the children to read the fifth page.

(Playing music) Teacher: On March 5, what sounds did you hear? What could the earthworms be doing? Let's see what it is doing?

Teacher: What is it doing? How does it dance? Why can he only dance like this? Let’s learn it together!

(6) Guide the children to read the sixth page.

Introducing the new character "Sister Earthworm" in the story. Teacher: Today, such a person appeared in Earthworm's diary. Who is it? What story will happen between the earthworm and it?

The teacher told the story and asked: Why does the earthworm say this about its sister? Is this true?

(7) After reading, work with the children to get the simple meaning of the diary.

Teacher: After reading Earthworm’s diary, we know that a diary is a way of recording your thoughts and daily happenings using words or patterns. It can be whether you are happy, sad, scared, etc., and every day Each diary is marked with time.

2. For the second time, read the picture book completely in the form of showing PPT to guide the children to continue writing the diary.

Teachers and children read Earthworm’s diary from March 1st to March 6th.

Teacher: Where else will the earthworms go on March 7? What other interesting things could happen?

3. Expand children’s thinking, inspire children to imagine boldly, and try to continue writing diaries.

1. The teacher proposes the idea of ??keeping a diary to inspire children’s imagination.

(1) Guide children to discuss freely.

(2) Please help Earthworm write down the diary of March 7th.

2. Guide children to think about how to keep a diary? Sorting out young children’s experiences.

Teacher: When we keep a diary, we first mark the date (March 7) at the top of the diary. After writing the date, think about what special things will happen? Once you have thought about it, draw it on paper.

3. Children freely try to record diaries, and the teacher makes a tour of observation and guidance.

4. Show individual children’s diaries and make brief comments.

5. Paste the works on the back of the book to guide the children to discover the events recorded in the diary for several days. In fact, March 1st is Monday, so what about March 2nd? ...It turns out that when writing a diary, you can also write the day of the week. This is the earthworm's diary for one week.

6. Extended activities: Guide children to write their own diary for the week.

Reflection on the activity:

There are many stories in the original picture book. The amount of stories is too large to be included in a group teaching activity, so I made a selection and intercepted them in the activity design. Six of the pictures were used as the content of this language activity, and the dates were modified so that the diary showed a continuous record from March 1st to March 6th, making it easier for children to grasp the diary. During the activity, I attracted the children's attention by guiding them to observe the pictures, and using sound effects to let the children associate with the pictures. This enabled the children to understand the pictures more deeply and thoroughly, and to understand the inner world of earthworms from an emotional level. , feeling the earthworm's happy, sad, fearful and other emotional changes in the diary, which made the children and earthworm's emotions resonate.

In the last session, the children were particularly interested in continuing to write their diaries. The children turned their imaginations into paintings and expressed them in their diaries.

Part 3: Case of reflection on large class teaching

Case background:

Recently, the top class in our kindergarten is working on the theme of "Interesting Insects". In the eyes of the children , Ants are interesting, mysterious, cute, and fun to play with. Ant activities often attract the attention of young children and trigger many topics. In daily activities, we took the children to find and catch ants. Some children used cookies, apple cores, and small candies to attract the ants, and some used grass and small sticks to tease the ants. They looked focused and extremely serious. From this, we believe that carrying out exploratory activities about ants can satisfy children's needs for observation and exploration, and improve children's cognitive ability and cognitive level. At the same time, through the understanding of ants, it can guide children to understand the social behavior of ants, and through the role-playing of games, it can be transferred to the children themselves and develop their sociality.

Case description:

1. Introduce the topic in the form of guessing puzzles

1. Children, in the interesting world of insects, there are a group of cute little ones. Things, who are they?

2. Where have you seen ants? What do the ants you have seen look like?

Through observation and discussion, children can understand that an ant consists of three parts: head, thorax, abdomen, 6 legs and a pair of antennae, which are also the basic characteristics of insects.

Analysis: Children in the top class have a strong and competitive mentality, in order to give them a sense of success. Therefore, the introduction questions are designed to be very targeted, allowing children to find answers in the insect world and guessing the correct answers through their own efforts, allowing children to experience the joy of success.

Next, let’s visit the ants’ home together! The ant's home is like a maze with many rooms in it. 1. Where is a suitable place for the queen ant to live? Why is it suitable for a queen ant to live in? 2. Where should the food brought back by the worker ants be stored? 3. Where should worker ants live? 4. Where should the soldier ants be guarded? Why?

Analysis: In order to cultivate children's orderly, organized, logical and high-thinking abilities, () so that they can apply what they have learned, after the children have clearly understood the responsibilities and functions of each ant, ask them to Assign rooms to the ants and explain why they are arranged this way.

Case reflection:

Final game part. I feel like I didn't handle this part properly. If you were to ask a question before assigning roles: Who is your favorite in the Ant Kingdom? Why? Let children speak out their thoughts boldly, so that children can clearly understand their role and responsibilities during the game. Reflection on the teaching of "Moonlit Night on the Spring River" Reflection on the teaching of Sun Ya'er Reflection on the teaching of translation and rotation;