Teaching reflections on art activities in large classes are the same and different

Teaching reflection on the mathematics activity "Guess what's different" for large classes Author: Chen Lihua Time: 2013-03-26 20:33:17

Mathematics activity for large classes "Guess what's the difference" Different》Teaching reflection

1. Select materials that are life-oriented, interesting and experiential. Most of today's children are single children. They pay more attention to themselves and are less likely to pay attention to the similarities and differences between other children around them and themselves. At the same time, one of the themes of the top class theme activity "Myself" is to allow children to discover the differences between themselves and others. Finally, we combine the core experience of "classification" in the large class, the diversity of classification and the different classification methods in the same group of objects. Teacher Chen Weijun designed a large class mathematics activity "Guess what's different". "Guess what's different" is a very interesting game activity that allows children to participate in the whole activity as a kind of activity material, so that An activity is more interesting. It is also a teaching activity that can meet the thinking level and activity ability of children in large classes. At the same time, it is in line with the instructions of the new "Outline": knowledge in the scientific field should be "contextualized, process-oriented, life-oriented, and empirical". In today's activity, teacher Chen Weijun always let the game run through the whole process, allowing the children to actively participate, and they were still full of fun at the end.

2. The goals of the activities are clear and implemented at all levels.

This activity has certain challenges for children’s thinking. The first goal of the activity proposed by Teacher Weijun is to “discover that people have many differences and similarities, and to be able to classify them from different perspectives, try to talk about reason". This is an activity requirement for young children from the perspective of learning experience or cognitive experience. The teacher implements the goals step by step through the design of three links: first, ask a child to tell a certain difference and a certain standard of judgment, and then ask the child to express it according to the requirements. If it is based on whether the hair is short or long, , how can we divide it, let the children know through their own personal participation that it can be divided according to hair. Secondly, the teacher asked some children to do it without telling the children the standards, that is, presenting a result, and then asking the children to guess what the rules or classification standards are. Obviously, it is full of enthusiasm for the children. For challenging thinking, children need to find out this standard and then express it clearly, such as: there is a difference between those wearing kindergarten uniforms and those not wearing kindergarten uniforms. Finally, the teacher asked the children to work in groups, set a standard, and make it according to this standard, and then let another group of children guess. This link further highlights the subject status of children and reflects the process of children's active learning.

2. Diversified integration of goals to promote the all-round development of children.

During the game, children not only gain experience in mathematical classification, but also gain experience in learning to abide by game rules and express language. Many problems arose during the activity, some of which were not math problems, but required children to solve them. For example, one group of children had been classified according to the "height" standard, and another group of children immediately adjusted to the "braid" standard for classification. In order not to violate the rules of the game, this reflects a major value of this activity, which is to focus on the cultivation of children's problem-solving abilities. In addition, teachers based on the thinking level of the children in the upper class, that is, the children in the upper class have been able to confirm a certain goal with their peers, and then work together to do one thing around this goal. In today's activity, the second goal proposed by the teacher is to "learn to discuss and cooperate while participating in the game." The teacher cleverly designed the "guess what's the difference" game situation to allow the children to learn during the game. Discussion and cooperation. These increase the value of today's mathematical activities.

3. The activity operation materials are simple, practical and effective.

Usually in kindergarten classification activities, teachers will spend time making and preparing a lot of teaching aids. But today the teacher did not do this. She just prepared two hula hoops and two elephant toys for points. These are common and readily available materials in kindergartens, and the teacher made full use of each child's body. (External, carried) natural characteristics (different clothing, height, gender, etc.) to organize activities.

This is a concept that we should vigorously advocate, that is, teaching design does not depend on how difficult the content links are or how complex the activity operation materials are, but should first accurately grasp the children's cognitive development level, core experience in the field, and core experience in the theme. , and then use the simplest way to allow children to fully participate, reflecting the practicality and effectiveness of activity materials and teaching forms.

4. The interaction between teachers and children is positive and effective. Teacher Chen Weijun can respond actively and effectively to the children's answers, and can summarize the children's operational behaviors in a timely manner during the process ("In addition to seeing differences with the eyes, there are also some differences that cannot be seen at the same time. You need to think about it carefully. , "Look for it"), in order to continuously promote the activity, you can also use children's songs ("Red circle, green circle, according to the difference, stand in the circle, three, two, one") to organize game activities, better reflect The role of teachers in guiding children in the learning process.