Model essay on the next semester's educational notes of kindergarten middle class (four articles)

Discussion on "Complaining"

It's time for our regional activities again. The children choose the activity area leisurely and comfortably, but as teachers, we have to show our housekeeping skills of "keeping an eye on all directions and listening to all directions". Listen, here we go again: "Teacher, Zi Qian threw my marker on the floor!" " "Teacher, Zi Qian has come to grab my building blocks again!" I haven't walked to the side of the children who complained, but I heard the children next to me constantly "adding fuel to the fire". Zi Han said, "Teacher, Zi Qian is the most annoying thing. I threw my combination brush in the sink last time!" Yi Chen said, "Yes, he hates it. He always pushes me when playing in the yard!" " Jun Ming said, "He is a bad boy. Last time I painted, he painted my drawing paper in a mess! He is so bad, we don't like him! "

The children recounted the kinds of "evil deeds" of Zi Qian after their struggles. Although we are aware of Zi Qian's naughty behavior, I was quite surprised to hear that the children said that they were disgusted. There is a lack of tolerance among children! At the end of the regional activities, my summary today is: talk about my understanding of my peers. What shocks me is that many children think of their shortcomings. Such as: not obeying the rules of the game, being picky about food, hitting people, being criticized by teachers, etc., but rarely mentioning the advantages of peers.

I can't help asking myself: how can children establish a good peer relationship when their minds are full of peers' shortcomings? In the long run, if it is not corrected in time, it will only encourage children to only look at the shortcomings of others, not the advantages of others, and gossip. With the growth of age, children's time with adults gradually decreases, while their time with peers gradually increases, especially the communication in early childhood. However, the lack of tolerance between children will affect the establishment of good peer relations. Children may think that they are better than others when they look at their peers with critical eyes, while the excluded children will resent the children who accuse them, which is not conducive to the development of children's social relations.

As our teachers, we should reflect on how to show children the correct way to deal with it. We should try not to use language that has a negative impact on children. When children unintentionally hurt their peers, teachers should try not to show severe criticism and criticism to the negligent party, but calmly guide children to retell the process of things, find out the reasons for complaining, and put forward suggestions and solutions to the problem.

The times are changing. Lifelong learning is the only way for educators to develop and adapt to their careers, and it is also the concept of survival in the 21st century. It is the requirement of teachers in the new century, the call of the times and the requirement of educational development. As teachers in the new century, we will continue to cut through the thorns and get through running all the way on this road ...

In the first part of the activity, I will first show pictures of road rollers, trucks and cars, so that children can guess what they are. My car pictures are drawn according to the book, which may be very cartoon, so the children call them classic cars when they see them, and pay special attention to the lights on the cars, saying they are eyes. Fortunately, under my guidance, they finally mastered these three different cars. Then let the children imagine the purpose of each car and the speed of their movement. Then let children "strike while the iron is hot" to perform the movements of three kinds of cars, and further deepen their understanding of "speed" in the experience. At this time, the children's interest has been high, and then they told the story, but they found that the children did not understand the meaning of the story after listening to it, so many questions were not answered to the point, so I adapted the story while telling the story while watching pictures for the second time, making it easier for children to understand, and the next answer was indeed more targeted than the first time. The next link specially arranged more "children's active participation" links, giving children more opportunities to "move their bodies, move their mouths and start work". The children and I take turns to talk about the dialogue in the story in different roles; After learning the dialogue, I will tell the narrator, and the children will act out the story in different roles. The children's interest in learning is high.

After the activities are organized, I feel that there are still some shortcomings in some places. For example, children should be guided to talk about the narration part of the story in addition to the dialogue in the story. Otherwise, when the children are performing, the teacher just talks blindly, and the children can only say a few conversations, so the participation of teachers and children can not be improved. Moreover, if children can be familiar with the roller first or get to know the roller in person on the road under the leadership of their parents, then the activities will be more natural.

3

The new Outline points out: "Guide children to get in touch with excellent children's literature works, make them feel the richness and beauty of the language, and help them deepen their experience and understanding of the works through various activities." Petals Fish is an essay with beautiful artistic conception, which can not only arouse children's reverie with beautiful artistic conception, but also make children naturally acquire beautiful and vivid description language. With the previous experience, children initially understand that spring is a good time for all things to wake up and flowers to bloom. In this season, when children combine their observed impressions of petals with accurate and vivid language, their cognitive and expressive abilities will be promoted to a new level. Beautiful language can cultivate children's sentiment, beautify their hearts and develop their intelligence. Therefore, in the activity of Petals Fish, children should pay attention to listening and association, and focus on arousing children's imagination and language acquisition.

Before the activity, I picked up petals with my children in the park, and talked about what flower petals I found, what color they were, and what they looked like, so as to prepare more direct experience for this activity. As the saying goes, "A good beginning is half the battle." As the beginning of the whole activity, the lead-in link is the initial start of the cognitive system and emotional system that participate in the whole activity process for children. Therefore, I pay attention to the simple, vivid and accurate import method: "What is this? How did the petals fall? What will petals become when they fall into the water? One day, the petals flew into a small stream and became "fish" with petals. Do you want to hear such a wonderful thing? " At the same time, I always create a good mood and emotional atmosphere with a relaxed and beautiful tone and intonation. Every child has a strong curiosity, and they have a strong interest in everything. In the activity, in order to let children appreciate the artistic conception beauty of prose more directly, before class, we made a presentation of pictures, and through the teacher's own recitation, we brought the children into a beautiful artistic conception, so that the children could feel the linguistic beauty of prose in a beautiful artistic conception and experience the joy of learning prose.

A prose appreciation activity allows children to wander in the wonderful artistic conception of "petals and fish" driven by emotion. By asking the question "What is a petal fish?" "Have you ever seen a petal fish? What is it like?" Arouse children's wonderful reverie, I added body language appropriately in teaching. Such as: imitating petals falling, fish swimming around in the water, and children playing a beautiful dance with petals "fish". The body language designed by teachers and students is beautiful and easy to do. Using these body languages to make children learn and move at the same time not only enlivens the classroom atmosphere, but also deepens children's understanding of prose, and the teaching effect is very ideal. Another example is when I let children feel the beauty of petal

fish further, and at the same time, I throw out questions and start a discussion: "As soon as the petal flies to the stream and touches the water, what will it become when it flies to wait for a while?" What kind of fish do you call a peach blossom fish in prose? Why is the petal fish much more beautiful than the fish in the stream? What kind of stream has it become since there were petal fish in the stream? Why? " And so on, the children immediately talked noisily, some said "turned into a fish", others said "turned into a boat", "colorful, colorful, red, orange, yellow, green, blue, purple, beautiful, beautiful ..." and so on, and so on, all kinds of answers were available, and all of them were told in class at once, and I affirmed them in time

. It enables children to actively and voluntarily participate in and learn, gain experience and experience the children's dominant position, which also coincides with the concept that "teachers should be supporters, collaborators and guides of children's learning activities" in the Outline. And in the whole activity, I let children master the importance and difficulty of the activity in a relaxed atmosphere of watching, listening, thinking and playing. Let children fully feel the artistic conception of prose and feel the beauty of language and scene in literary works.

In the whole teaching activity, I am not only a guide for children, but also a supporter and collaborator. I should make timely response and effective feedback for children's various answers, so that children will have more and more ideas and richer languages. As mentioned in the Outline: "Language ability is developed in the process of application, and the key to developing children's language is to create an environment that enables them to want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response." So that this activity can achieve the enjoyment of beauty and make children learn easily and interested.

4

Happy is an emotional experience that children often feel, but the meaning of happiness is extensive. Children in the middle class, because of their age, often only think of themselves and ignore others, but can experience the happiness of helping others in the process of helping others. This experience also plays a very important role in the growth of young children. So I chose the language activity "Little Flower Seed Looking for Happiness" in this double-high class activity. Although this textbook is relatively old, this story adopts anthropomorphic methods, which makes the described image of "Little Flower Seed" looking for happiness vivid, and through vivid and interesting role dialogues, children can fully feel the thoughts and feelings of the work, and finally let them sublimate to the realm of knowing how to serve everyone and help others.

Before class, I made my own PPT courseware "Little Flower Seed Looking for Happiness", and I put the whole story into it, which can not only be fully appreciated, but also played in sections. Because the pictures in the courseware are bright and vivid, watching the courseware can effectively stimulate children's interest in learning. In the whole activity, I create a relaxed language atmosphere, let children talk more, dare to speak and be happy by letting them enjoy stories, theories and performing story dialogues, develop their thinking, and promote their original experience by expressing their own happiness, so as to know how to do good for others, others are happy and themselves are happy, and strive to sow the seeds of love in children's hearts.

Reflection after the activity:

1. Achievement degree of the goal

On the basis of analyzing the teaching materials and the actual level of children's development, I set the goal from three aspects: knowledge, ability and emotion. The goal is more specific and clear, which is in line with children's development. After the activity, I feel that the children can achieve the goals of knowledge and ability, and the final emotional goal can finally be realized under my repeated guidance, so the final goal is basically completed.

second, the breakthrough of important and difficult points in activities.

In the story "Little Flower Seed Looking for Happiness", it is the unique aesthetic education value of this story, and it is also the focus and difficulty of the activity to guide children to experience the feeling of "doing good for others, and others like it, and being happy themselves". In the design of the activity link, I promoted it step by step through three levels.

the first level: be familiar with and understand the works. When analyzing the teaching materials, the story is divided into two parts. First, the first half of the story is told. In the process of talking and learning dialogue, children are told the reasons why the sun, birds, bees and frogs are happy, and they are guided to discover that it is the sun, birds, bees and frogs who have helped others with their own skills to get happiness, and then they are further inspired to use their brains to help small flower seeds find happiness. By letting children guess and imagine the happiness of Xiaohua seed, we can cultivate their divergent thinking, satisfy their curiosity and imagination, and play a connecting role in the second part of the story, which triggers children's desire to continue listening to the story. Do I think the way to find happiness is the same as the way in the story? After the second half of the story, ask: "Did Little Flower Seed find happiness? How does it find happiness? " Help children understand the process of small flower seeds finding happiness.

the second level is to further understand the works and experience emotions. By fully enjoying the story with children, let children play roles and focus on the dialogue between the roles in the story. Because the dialogue is relatively simple, children can actively move to the dialogue of the latter two roles after learning the dialogue of the first and second roles. Through different forms of dialogue practice between teachers and students, front and back rows, children are greatly interested in learning, so children have a good grasp of short sentences. In the process of playing the sun, birds, bees and frogs, children experience the characters in the works, and once again feel the emotion of doing good for others, being liked by others and being happy by themselves.

the third level, the experience of transferring works. Transfer the happy experiences of the sun, birds, bees, frogs and small flower seeds in the story to children's lives, and guide children to tell the happiness around them by combining photos with life experiences. Question: Do you have such happiness? How did you find it? At first, it seems that children have not been able to find this kind of happiness, but under the guidance of photos, children can gradually tell this kind of happiness. The design of this link respects children's existing experience and expands and enhances children's experience. Children's understanding of happiness is different. My parents take me to play and play with toys. These are all happiness. These happiness are different from the happiness in the story. Children fully express their original experience while helping others to get happiness, so that they can further experience the feeling of doing good for others, being liked by others and being happy by themselves.

Third, shortcomings

The design of the problem is not enlightening and open enough. In the activity, once you find that the child's answer is not on the point, you will be very anxious, so you will have a lot of words to say, and even rush to say the answer. You have not been able to respond well, and you have not played a very good role in refining, upgrading and summarizing the response to the child's answer. I. party member's personal study and education notes (four articles) II. Kindergarten middle class teachers' education notes (four articles) III. Kindergarten middle class education essay notes (five articles) IV. Kindergarten middle class education notes last semester (four articles) V. Kindergarten small class education notes in 221 (ten articles) VI. Kindergarten small class education notes in 221 and the next step plan (two articles) Notes and reflections on small class education in kindergartens in 221 (two articles) VIII. Notes on small class education in kindergartens in 221 (three articles) IX. Notes on small class education in kindergartens in 221 (four articles) X. Notes and reflections on small class education in kindergartens in 221 (two articles);