Reflections on Language Activity Teaching in Small Classes in Kindergarten

Reflections on Language Activity Teaching in Small Classes in Kindergartens (8 Selected Articles)

In the present social life, we should have strong classroom teaching ability, reflect on the past and live in the present. How to focus on reflection? The following is my serious reflection on the teaching of language activities in small classes in kindergartens (8 selected articles) for your reference, hoping to help friends in need.

Reflections on language activity teaching in small classes in kindergartens 1 Percussion teaching is an important part of music teaching in kindergartens. Every child likes tapping and is naturally sensitive to sound. Percussion is suitable for children's innate instinct. In activities, children's hands, eyes, brain and heart are used together, which makes the brain establish complex neural connections and make the brain flexible and intelligent. I think the focus of small class percussion activities is to cultivate children's interest in percussion and good habits of listening to rhythm. I think, as long as the content of percussion gradually permeates from small classes, I believe it will be of great help to cultivate children's musical and non-musical abilities.

The goals I set for this course are:

1, under the guidance of the teacher, children know and express timbre.

With the help of the teacher, the children explore the collocation of musical instruments and stories.

3. Ask children to learn to control musical instruments when playing in groups, and not to make sounds casually.

During the activity, I found that children can actively cooperate with me in teaching activities and are very interested in musical instruments and stories. Next, I want to make a shallow reflection on the activity of "Little Mouse in a Glass Bottle".

1. The teacher came prepared and taught kindly, but he spoke frequently in language;

2. Each link of the activity is clear, the goal is clearly set, and it is reflected in the activity one by one;

3. This activity is a music activity in the art field, which runs through and revolves around the theme of music, but the teacher did not use background music or other music in the actual organization activities.

4. The environmental layout can be more abundant, reflecting the musicality and scene of music activities.

5. I think we should exaggerate when telling stories, or we can ask the class teacher and children to participate in games to better complete teaching and game activities.

I think, as long as the content of percussion gradually permeates from small classes, I believe it will be of great help to cultivate children's musical and non-musical abilities. Through this class, I will deeply understand that a good class needs to grasp its essence and integrate into the new percussion teaching concept. I believe I will do better and better in percussion activities in the future!

Reflections on language activity teaching in small classes in kindergartens II. The small class language activity "Fruit Baby Travel" is my first public education activity in Zhuanlong Kindergarten. Although I have participated in this type of teaching and research activities before, I am still a little nervous and prepare for this activity with nervousness. I designed this course in the hope of cultivating children's interest in nursery rhymes, developing their expressive and creative abilities, and experiencing the happiness brought by nursery rhymes and games through activities such as nursery rhymes appreciation, picture display and game activities. I also made some preparations for this class: designing the process, compiling the teaching plan, downloading the sound effects, choosing the soundtrack, making the courseware and so on. I thought it was carefully planned, but I didn't feel relaxed after class. After repeatedly recalling the activity process and listening to the opinions of my colleagues, I made the following reflections on my class:

First, the activities are not well prepared.

A professor should have a presupposition about the classroom situation and a prediction about the children's cognition. If I ask, "What is a trip?" At that time, the child could not answer. Finally, I asked several children in vain, and I answered them myself, which obviously weakened the atmosphere of the classroom and affected the fluency of classroom teaching. That is to say, in the process of preparing lessons, I have neither presupposition nor prediction, but only focus on preparing teaching materials and ignore "preparing children"! "Preparing children" means that you should have a very accurate understanding of the age level and cognitive level of the object you are teaching, so that you can leave a "burden" for him to carry, and then connect closely one by one, thus achieving the ideal classroom effect. Usually, we always say, "Where are we going to play?" Wait, children are not consciously guided to contact some written languages, resulting in a narrow cognitive surface. This is what I should pay attention to in my daily activities in the future.

Also, grandpa watermelon in my courseware is not on the locomotive, so that children have been emphasizing who will drive the train after discovering it in the activity, and there is still one missing. These are all things that I will think of when designing in the future, so I need to prepare more and think more.

Second, links need more scrutiny and language needs more tempering.

Some people preach in an ambiguous way. Indeed, there is no universal teaching method. Teaching is an art of control. Whoever has a strong driving ability will have an extraordinary classroom atmosphere! But this control is based on a very scientific link setting. For example, I didn't design the game activities of this course. I thought about using headgear to play with children beforehand, but I thought that the children in the class would play games in a role-playing way, so I didn't use headgear in the activity, and the effect was not very satisfactory. I should still prepare some headgear, so that children will be more interested and the effect will be more different.

A person with super control ability, super language ability, every sentence is not burdensome, and every question hits the point. During the activity, I found that my language was a bit verbose, and there were too many onomatopoeic words such as "Yeah, Yeah". Some places are too unnatural. For example, Grandpa Watermelon's card was blurred when it was imported. In this case, after showing the pictures of the train, he asked, "The train is empty, and someone must drive it if you want to move. Who is he? " Then show the picture of watermelon, close to the cab of the train, and then ask, "What is Grandpa Watermelon driving the train for?" Then, it is logical to introduce the first nursery rhyme-"Grandpa Watermelon drives a train and clicks to travel." This will be clean and tidy, so there is no need to repeat it. It is interlocking, tight and smooth.

Education is continuous reflection and continuous progress in reflection! I think, in the future teaching, I will pay attention to these shortcomings, make full preparation, pay attention to scientific and compact links, strengthen language training in peacetime teaching, and strive to become a teacher with super classroom control ability.

Reflections on the teaching of language activities in small classes in kindergartens Part III: Colorful Dreams, the teaching content of this activity, is comprehensive and specific, with moderate difficulty, which is more in line with the age characteristics of small class children. The goal of this activity embodies the main goal of language activities: to help children understand the content of nursery rhymes and learn to recite them, to feel the relationship between the things described in nursery rhymes and the colors, and to improve their language expression ability. The materials prepared for the activity are used to create game situations. At the beginning of the activity, children are introduced to plants, trees, flowers and white clouds, and they also like to create situations in the form of dreams, which is more in line with the cognitive characteristics of small class children, attracts their attention and stimulates their interest in learning. In this activity, I stimulated my children to learn nursery rhymes through language, corrected their incorrect pronunciations in time, taught them to read nursery rhymes correctly, and laid a foundation for guiding their imagination in the future. When listening and speaking, the rules of the game must include the requirements of language practice, otherwise the goal of language learning cannot be achieved. The rules of this game require children to play while reading nursery rhymes, which fully embodies the requirements of language practice.

For children in small classes, the rules made by teachers must be simple, and the language must be concise, so that children can understand the rules of the game and basically understand the game. In the game between teachers and individual children, I can correct some inaccurate voices in time, and the teacher's leading role in guiding the game is very important on the premise that children basically understand the rules of the game. Teachers play games with the whole class first, and they can appear as losers, so that children can become winners, practice regular language in the game and fully experience the fun of the game. Then, the teacher plays games with individual children, so that each child can clearly perceive the whole process of the game and make full preparations for the children to play independently.

This game is more suitable for children to play with free company. In this way, every child can play games fully and independently, which provides children with opportunities for full practice and is also conducive to cultivating children's ability to cooperate with peers. In this process, I quit the protagonist and let the children play independently, but I didn't stand by and watch the children's activities, understand the children's games and give them help and guidance in time. I also consciously arrange this activity in my daily life, so that children can have more time to practice pronunciation and train various abilities.

Reflections on language activity teaching in small classes in kindergartens. The language activity "Bunny" is a familiar story. In the teaching design before the activity, I will listen to the story for the first time, look at the picture for the second time, and then ask effective questions, such as: What's the name of the story? Who is in the story? Ask effective questions about the storyline that happened, and then summarize the safety education.

In teaching activities, as I expected, because the children in our class have good listening habits, they can listen quietly when listening to the first story; The second time, with the appearance of the picture, the expressions and movements on my face fluctuated with the development of the story, which once again attracted children to listen. The children have good listening habits and are answering the name of the story. Who is in the story? You can answer that. Qiqilian replied: "There are three rabbits, namely: long ears, short tail and red eyes." Good-sounding and familiar song melody is the main line of story development. Children sometimes sing in a gentle voice like a mother rabbit, and sometimes they sing in a rough and vicious voice like a wolf. Some children have been able to simply follow the story and sing along with the songs. The classroom is very lively.

In view of the phenomenon that some children will walk with strangers or open the door for strangers, I began to set up situational games in the next link: invite children to be at home, and I will knock on the door as a stranger and say, "Mom's friend, mom is waiting for you downstairs, please open the door quickly and follow me!" Fortunately, the children all said that "if you can't open it, you can't open it"; If a plan fails, try again. Now my mother and I are lost in the park. "Come here, kid. I'll give you a candy and take you to your mother. " The children said firmly to me, "I'll wait for my mother here." In this way, we played a few games of wits and courage with our children. Once we used the ipad, the children couldn't open the door.

Because before the activity, I can better understand the age characteristics and current situation of the children in the class. Therefore, the implementation of the activity is similar to the preset. The characters, plots, songs and safety education of the story run through it, thus successfully achieving this teaching goal.

Reflections on language activity teaching in small classes in kindergartens 5. Small class children have just entered kindergartens, leaving their parents for the first time and coming to a strange environment. They are still a little unaccustomed psychologically. With this activity, children can be cultivated to like kindergarten. In addition, children who have just entered the park have not developed good habits of attending classes. We use vivid pictures and vivid language to cultivate their habit of listening quietly.

The story language of Little Love Kindergarten is vivid, with personification, metaphor and other rhetorical devices. In particular, the language structure of each paragraph is basically the same and repeated many times, which is very consistent with the characteristics of small class children's language learning and can arouse children's interest in learning and fall in love with kindergarten. Therefore, this is a relatively mature teaching plan design. After the classroom teaching, I made the following reflections:

Success:

The teaching objectives have been achieved well.

Through this language teaching activity, the children in our class learned the story, learned about the kindergarten and gradually fell in love with the kindergarten. Moreover, in the process of listening to the story, most children have been able to listen quietly.

Children's participation is high.

Because "Little Love Kindergarten" is well selected, the content is simple and easy to understand, and it is close to children's life experience. Activities, combined with pictures, let the children enjoy the story through the corresponding pictures. Children are very interested in vivid pictures and are very serious when they appreciate stories. The design of the question also combines the child's existing life experience and can take the initiative to raise your hand to answer the question.

Clear thinking and natural transition.

First of all, based on the children's existing experience, I show the pictures and guide the children to tell who the characters in the pictures are. Then in a surprised tone: "Hey! What happened to Diandian? " Guide the child to observe the child's expression in the picture and lead to the whole story. In understanding the story, through the picture, let the children gradually like kindergarten from the happy scenes of birds, rabbits and sika deer, let the children's feelings gradually sublimate, and finally like kindergarten. At the same time, it also guides children to listen carefully.

Disadvantages:

Teachers talk more in the interaction between teachers and children.

After asking questions, I always hope that children can answer them quickly, but obviously it is difficult for children who have just entered the park. In order to finish the teaching activities as soon as possible, after asking questions, I always let a few children with hands up answer, ignoring other children. Give them less time to think and let them talk more. This is "cramming" teaching. Children should be encouraged to speak boldly and not stick to the answers.

The phenomenon of children interrupting is more serious.

For children in small classes, there is no sense of classroom routine. Although we have paid attention to the cultivation of class rules consciousness, we are often active in thinking and often tell the answer directly after the teacher asks questions. Even if you raise your hand, you will say "I, I ...". However, this habit cannot be formed overnight. I should not only remind them often, but also gradually adjust my teaching strategies in future classes and gradually improve this phenomenon with more appropriate methods.

Through the language teaching activity of "Little Love Kindergarten", let the children know the name of the story, tell the content of the story roughly, and know which characters and animals are in it. During the activities, they also slowly cultivated the children's good feelings of loving kindergarten and falling in love with kindergarten.

In the next implementation process, I think I will gradually improve and pay attention to the following teaching improvements:

1, strengthen the complete understanding of the story.

2. In the design of activities, try to be playful and positive, so that children can gain insights during play.

Reflections on Language Activity Teaching in Small Classes in Kindergarten Part VI "I Go to Kindergarten" is an interesting language activity. It vividly tells the children's first day in kindergarten and their adaptation to kindergarten life in the form of nursery rhymes, thus encouraging children to love kindergarten.

In this activity, I first asked the children to look at the pictures and guess the stories. Then, the teacher tells the content of nursery rhymes. In the process of telling the content of children's songs, the teacher uses physical movements to further help children understand children's songs and remember the content of children's songs. For example, "shrinking in a chair" means holding your knees with both hands; "Fly, fly" is the state of letting butterflies fly with open arms. The children found it interesting to see the teacher reading children's songs while doing actions, and consciously followed the teacher.

Through body movements, picture content and teacher's guidance, children perform well in the process of memorizing nursery rhymes, and most children can recite nursery rhymes completely while doing actions.

Through this activity, the children experienced the happy mood of "I go to kindergarten" and learned that they can find many good friends in kindergarten. Children's mood in kindergarten has also become much more positive.

Reflections on the teaching of language activities in small classes in kindergartens 7 Candy is one of children's favorite snacks. For small class babies who love candy, they can't brush their teeth and rinse their mouths on time, which leads to tooth decay. The goal of the small class language activity "Little Hippo Tooth Extraction" is to let the babies know the importance of protecting their teeth, learn the correct methods of brushing and gargling, and develop good hygiene habits.

After I told the story of "Little Hippo Pulling Teeth" for the first time, the children basically understood the story. When I asked the little hippo why he had a toothache, all the children could tell me, because the hippo ate candy before going to bed, and some children even said, "We children can't eat candy before going to bed" ... otherwise, the teeth would hurt. The children like this story very much. Some children imitate the action of the little monkey doctor pulling teeth for the little hippo, and some children imitate the dialogue between the little monkey doctor and the little hippo. Through this activity, children understand that we can't eat too much candy and how to better protect our teeth.

Through this activity, children understand that we can't eat too much candy and how to better protect our teeth. It can be seen that children's stories don't need too much "digging" by teachers, but on the level that children can understand and accept, children can directly interact with the works through guidance, so that children can truly appreciate the charm of the works, gain a unique experience and become the main body of learning literature.

Under the guidance of teacher Zhao, I realized that my dominant position was too strong in this activity I taught. The outline points out that language activities should create opportunities for children to speak, dare to speak and have the opportunity to speak. In this activity, children can be given a complete image and a chance to speak. When I showed the first picture, the children guessed well. Some say "the little hippo has a toothache", some say "the little hippo's parents are not at home", and some say "the little hippo is not feeling well" ... In fact, I can directly introduce the second picture, guess it for the children, and then summarize it.

During the activity, I found that a few children didn't brush their teeth at home, so they didn't get into the habit of brushing their teeth in the morning and evening at all. Therefore, after the activity, I extended the activity to the children, showed them some pictures of correct brushing, and let them observe carefully. Through watching and speaking, I mastered some methods of brushing teeth, encouraged them to brush their teeth every day, and protected their small teeth from insects eating our teeth. At the same time, communicate with parents, and suggest that parents urge their children to brush their teeth in the morning and evening at home, so as not to let their children develop bad habits because of laziness.

Reflections on Language Activity Teaching in Small Classes in Kindergartens Part VIII "Pulling Radish" is an entertaining story. It connects people with animals and arouses children's interest! In the usual teaching, I found that children in small classes like stories that can be performed and interesting, so I designed this class.

At the beginning of the class, I first showed a teaching aid radish, which is a red button floor with green fast food stickers. I asked the children what it was. When they saw it, they said it was radish. Then I asked what it was like, and the children began to say it was red and big. Then I put on my old man's headdress. He pretended to be an old man and pulled it and said, "This radish is so big, why can't it be pulled?" Somebody help me. Many children said, "Let me help you!" "I began to lead to the beginning of the story. First, I appeared radish and grandpa, and then I appeared the image of an old woman, a puppy, Xiaohua Mall and a mouse. After reading it, I began to ask the child in the form of a question, "Who did you see in the story helping the old man?" "Children can tell most of the characters," who went first? "Then who went to? Who else? " Through a series of questions to stimulate children's memory, and once again appreciate the story completely, let children listen to the story with questions and ideas, so as to seize their attention. After listening for the second time, the children can basically answer my questions, and their interest is still very high.

Next, the children are invited to perform and let them choose their favorite roles freely. When the children heard that they were going to perform the characters in the story, they were very happy and all gathered around to play. The children let this class reach a climax in the performance. By playing the game of "pulling radish" by themselves, they let the children know that some things can't be done by one person, and only with everyone's cooperation can they do things that one person can't do.

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