Reflection on open classes in kindergartens.

Fan: Add, subtract and reflect within 5 of reflective learning in open kindergarten classes.

The biggest feature of this class is the close connection between mathematics and life. The creation of various situations makes children fully feel that there is mathematics everywhere in life.

I think the fundamental change of this basic education reform is to pay more attention to the cultivation of children's emotions, so that children can establish a correct view of mathematics, understand the value of mathematics, experience the interest of mathematics, and understand the inseparable relationship between mathematics and life. In a sense, the realization of these goals is more important to children than knowledge itself. Once children think mathematics is interesting and useful, and can use it through learning, then students will have the desire and confidence to learn mathematics well and the internal driving force of learning (that is, learning motivation). This is very important and decisive for children to actively learn mathematics. Addition is the beginning of the third unit of the 2 1 century mathematics experiment textbook. On the basis of students' understanding of the number within 10, the meaning of addition is preliminarily understood, so that students can preliminarily understand that there are many addition problems in life and can skillfully calculate the addition within 5.

One idea that runs through my lesson preparation and class is that everything starts with "living a good life". In the first part, I mainly make a natural transition to the fish market to buy fish through dialogue. In order to help children learn addition, I brought the little goldfish into the classroom. First, let the students guess how many goldfish two goldfish together are, and then the teacher further verified the children's guess through the demonstration of two goldfish together. With the little goldfish swimming around playfully, the concept of addition came into being vividly in children's minds.

This part mainly grasps the principle of intuitive teaching in lower grades, which is close to children's life and lively and interesting. Not only do children firmly remember the meaning of addition through demonstrations, but they also feel that everything in life can be expressed by mathematics, making them feel close to mathematics and willing to express the scenes in life by mathematics. When the children listed the formulas, I didn't ask too much what 1, 2 and 3 meant respectively. The idea of doing this is that I regard the development of students as a dynamic process, and then I will know the relevant content in the following examples and exercises. However, it is not handled in the example 1. The purpose of doing this is to make students feel the mathematical situation more prominently and highlight the meaning of "being together". Adding one part to another also uses addition calculation. I designed a parking situation in the parking lot. On the basis of children's understanding of the meaning of addition, I further clarified the meanings of numbers 1, 4 and 3, which dispersed the difficulties and conformed to the students' cognitive rules. Then through multimedia, I found that students are on duty every day, and I further realized that children also found math problems around them. In the last part of the game, I chose many interesting open questions about addition. Students can choose their favorite pictures to chat with good friends, that is, review new knowledge and increase friendship between classmates. From the children's happy smiles, relaxed answers and heated discussions, it is not difficult to see that children learn easily and happily. Only in this open learning situation can their thinking be fully active and generate sparks of innovation. Openness here has two meanings: one is to give children a free choice and an open space from the choice of topics. Students have their own ideas and can choose their favorite pictures according to their own ideas. Second, the design of the topic reflects openness. There are also two layers here: A is that the teacher consciously designed some open topics when designing pictures. For example, in the game, I designed a picture: in a basket, there are two carrots on the left and 1 carrot and 1 green carrot on the right. Students can look around and list 2+2=4.

It can also be distinguished by color. Listing 3+ 1=4, and B is added last. The design of this picture fully embodies the openness. Here, we should not only look at the results of expression, but also pay attention to giving students the opportunity to express their ideas. That is, pay attention to the feedback link, as long as you "justify yourself."

Reflections on addition and subtraction in learning 5

The biggest feature of this class is the close connection between mathematics and life. The creation of various situations makes children fully feel that there is mathematics everywhere in life.

I think the fundamental change of this basic education reform is to pay more attention to the cultivation of children's emotions, so that children can establish a correct view of mathematics, understand the value of mathematics, experience the interest of mathematics, and understand the inseparable relationship between mathematics and life. In a sense, the realization of these goals is more important to children than knowledge itself. Once children think mathematics is interesting and useful, and can use it through learning, then students will have the desire and confidence to learn mathematics well and the internal driving force of learning (that is, learning motivation). This is very important and decisive for children to actively learn mathematics. Addition is the beginning of the third unit of the 2 1 century mathematics experiment textbook. On the basis of students' understanding of the number within 10, the meaning of addition is preliminarily understood, so that students can preliminarily understand that there are many addition problems in life and can skillfully calculate the addition within 5.

One idea that runs through my lesson preparation and class is that everything starts with "living a good life". In the first part, I mainly make a natural transition to the fish market to buy fish through dialogue. In order to help children learn addition, I brought the little goldfish into the classroom. First, let the students guess how many goldfish two goldfish together are, and then the teacher further verified the children's guess through the demonstration of two goldfish together. With the little goldfish swimming around playfully, the concept of addition came into being vividly in children's minds.

This part mainly grasps the principle of intuitive teaching in lower grades, which is close to children's life and lively and interesting. Not only do children firmly remember the meaning of addition through demonstrations, but they also feel that everything in life can be expressed by mathematics, making them feel close to mathematics and willing to express the scenes in life by mathematics. When the children listed the formulas, I didn't ask too much what 1, 2 and 3 meant respectively. The idea of doing this is that I regard the development of students as a dynamic process, and then I will know the relevant content in the following examples and exercises. However, it is not handled in the example 1. The purpose of doing this is to make students feel the mathematical situation more prominently and highlight the meaning of "being together". Adding one part to another also uses addition calculation. I designed a parking situation in the parking lot. On the basis of children's understanding of the meaning of addition, I further clarified the meanings of numbers 1, 4 and 3, which dispersed the difficulties and conformed to the students' cognitive rules. Then through multimedia, I found that students are on duty every day, and I further realized that children also found math problems around them. In the last part of the game, I chose many interesting open questions about addition. Students can choose their favorite pictures to chat with good friends, that is, review new knowledge and increase friendship between classmates. From the children's happy smiles, relaxed answers and heated discussions, it is not difficult to see that children learn easily and happily. Only in this open learning situation can their thinking be fully active and generate sparks of innovation. Openness here has two meanings: one is to give children a free choice and an open space from the choice of topics. Students have their own ideas and can choose their favorite pictures according to their own ideas. Second, the design of the topic reflects openness. There are also two layers here: A is that the teacher consciously designed some open topics when designing pictures. For example, in the game, I designed a picture: in a basket, there are two carrots on the left and 1 carrot and 1 green carrot on the right. Students can look around and list 2+2=4.

It can also be distinguished by color. Listing 3+ 1=4, and B is added last. The design of this picture fully embodies the openness. Here, we should not only look at the results of expression, but also pay attention to giving students the opportunity to express their ideas. That is, pay attention to the feedback link, as long as you "justify yourself."

Fan: Reflections on the Open Classroom of Kindergarten English

Children's young age, keen hearing and strong ability to imitate and comprehend language are the key periods for language learning. During this period, interest and motivation are important factors that affect their study.

Children's English teaching not only requires teachers to have a certain level of English, but also should understand and love children. In view of the English level and acceptance of our big class children, I reflected on some superficial experiences and puzzles in teaching this week.

One: Use imagination to stimulate children's interest in learning in various ways.

1, the children in the middle class have short attention time and relatively poor understanding and acceptance ability, which is the age characteristics of children at this stage. In the classroom, teachers should have diversified teaching methods, flexible teaching methods and vivid classroom content, so as to finish the main lesson before the children are distracted (1520 minutes). For example, when learning the names of some means of transportation, I prepared cards and models of various means of transportation to let children get to know each other in the form of magic, and then use cards and models to let children play various games, compete for answers and rhythm children's songs to stimulate their interest in learning.

2. Play your imagination in teaching activities and adopt the game teaching method, that is, our kindergarten-based curriculum takes theme game activities as the carrier, that is, let children learn in play and in life. For example, small games, such as big and small voice exercises, simonsays, young monks carrying water and so on. This form of teaching activity has a very active atmosphere, which is easy to be liked by children and helps to concentrate.

3. In English teaching, add some lip-reading links appropriately, such as saying I guess and sending a message. What is required here is that the so-called speaking and speaking is only a lip shape, and the teacher does not speak. Children should pronounce correctly according to the lip type shown by the teacher, which is conducive to promoting the correctness and accuracy of their pronunciation.

Second, use imagination and creativity to create English situational atmosphere in the classroom.

In short, cultivate children's good habits of learning from life and applying them to life from an early age, and strive to create an atmosphere for children to learn English.

The above article is a reflection on the open English class in kindergarten. I will introduce you here, hoping to help you. If you like this article, please share it with your friends.

Fan Wensan: Reflection on Open Class Teaching in Kindergarten I: Reflection on Open Class Teaching in Small Classes in Kindergarten

65438+February 65438+May, our garden organized an open class exhibition, which was an opportunity for our young teachers to show and exercise their personal growth, so I signed up enthusiastically. Six teachers took part in the activity. We learn from each other, find our own shortcomings, correct existing problems, absorb the essence of others, and adjust our distorted teaching habits.

I was deeply touched by this open class. The content of my teaching is the scientific activity "Finding Friends" in the small class of "Chinese New Year". I felt well prepared, but I didn't expect the effect to be satisfactory.

In this open class, three old teachers in our small class helped me a lot, helped me prepare teaching AIDS, helped me look at the design of teaching plans and gave me suggestions. Although my class effect is not so good, I am very grateful to them, which fully proves the cohesion of our small class team. I thought the teaching AIDS I prepared would make this activity more attractive and make the children more interested. Unexpectedly, because I was a little busy distributing it to the children, the whole class was a little messy.

After class, I had a deep reflection. Although the children have mastered this lesson well, for the children in small classes, there is a lack of interest and playfulness, which I neglected in designing this lesson. At the beginning of the activity, I started to open a shop with my bear, but in the whole process, we helped the children do a lot, collecting and distributing building blocks and so on. In fact, these children can do it themselves. In this class, I didn't let the children participate in activities freely, but at my request, I let the children do what I asked, so the children were bound. I think it would be better if I let my children go to the front desk and operate freely in the form of play instead of restricting them. Moreover, the teaching method I choose is too systematic and not suitable for children in small classes, which is my biggest shortcoming in this class.

Finally, I benefited a lot from teachers' comments, especially from Wang Yuanchang's words. I really learned a lot. Teachers should master skills, be flexible and not too rigid in activity classes. As long as you try, exercise and correct, you will certainly make progress. I will work harder, study, exercise and make continuous progress in the future.

Reflections on the teaching of open classes in kindergartens (2): Reflections on open classes in kindergartens (3,529 words)

For open classes, most people tend to judge whether they belong to open classes from the form or purpose of teaching activities. Some scholars pointed out that judging the open kindergarten class should be integrated in three aspects: whether there are others present; Whether it is for the purpose of observation and evaluation, and whether it is a formal teaching activity. According to these three points, the observation class and the discussion activities in the park are also open classes.

The main functions of open classes are teaching guidance, demonstration and teaching research. Teaching is the foundation, teaching produces teaching research, and the two promote each other. In addition to the functions of teaching and scientific research, open classes also carry some functions. For example, promoting teachers' professional growth, teaching practice and discussion; Promote the development of young children; Promoting the development of kindergartens includes both the selection and evaluation functions and the development of teachers.

Pei Shuna pointed out that open classes began in the middle and late 1950s. At that time, the purpose and object of open classes were very clear, that is, to invite backbone teachers and special-grade teachers in primary and secondary schools to give demonstration classes to students in normal universities, which was the nature of pre-service training. Of course, the open textbooks in kindergartens should also train young teachers, carry out seminars and exchanges, promote teachers' professional development, and then promote the development of children, but the problems faced by open classes in kindergartens are not optimistic at present.

First, the kindergarten open class

Analysis of alienation phenomenon

At the same time, more and more people began to reflect on the open class in kindergarten, pointing out that the open class violated its main purpose, deviated from its main positive function and was alienated. There is nothing wrong with the open kindergarten class itself. The problem is that participants gradually deviate from its value orientation in form and evaluation.

1. Deliberately pursue the integration of disciplines in teaching content.

It is pointed out in the outline that the contents of various fields should penetrate each other, be organically linked and pay attention to comprehensiveness. The best way to integrate and penetrate all fields of kindergarten is to carry out thematic activities. However, in the open classes of kindergartens, we often see the integrated teaching of subjects. It is good to have a holistic concept, but if it is pursued deliberately, it is not really integrated, which makes people look like a chaotic, unfocused and complicated teaching activity. And in order to complete the prepared teaching, it will extend the time. Originally, children's attention time is limited. If the teaching time exceeds the children's attention time, it will affect the teaching effect and increase the burden on children.

2. Alienation of teaching form

(1) Alienation between "Demonstration" and "Demonstration" Courses

On the one hand, open classes should promote teachers' professional growth; on the other hand, open classes provide opportunities for observation and discussion. But in the open class, we only see the teachers' "perfect" teaching, and there are no problems in the teaching process. Teaching is too "polished", and children may have lost interest and just become props for teachers. Teachers' performances are suspected of being a show. Open classes, basically using multimedia. Multimedia is an auxiliary tool, which can add color to teaching. However, it is often seen that kindergarten teachers only use multimedia in form, without really combining the teaching content or their own teaching style. Multimedia is sometimes just a performance background, but it is very abrupt.

(2) Praise the regularization of children.

In ordinary classes, some children's performance may not be praised and encouraged by teachers, and the frequency of praise is not as high as that of open classes. In open classes, we can always hear compliments like "You are great". Although it is required to cultivate the self-confidence of kindergartens after the new curriculum reform, it cannot be denied at will, but this kind of "casual" affirmation is not helpful to the development of kindergartens. Because this evaluation is too vague and general, children can't know whether they are doing well or not. In fact, at this time, the child does not get exact and specific information to strengthen the development of the child's advantages in some aspects, but just to make the child "happy". Over time, they will either feel that this kind of praise is too cheap and lose an external driving force for development, or they will breed pride.

3. Alienation of teaching evaluation

Open classes in kindergartens should pay equal attention to teaching and discussion. The center of teaching should be children, and the ultimate goal of discussion is children. However, in teaching evaluation, teachers' personal self-evaluation and others' evaluation do not use correct theories and ideas to observe, analyze and reflect on open classes.

"Because the success of the open class is unsuccessful, it involves the evaluation of a teacher. Therefore, many non-objective factors and non-scientific factors will inevitably penetrate into open classes, especially in the evaluation of open classes. In other words, the evaluation of open classes should not overemphasize teaching methods and means, and open classes should become a testing ground for various new teaching methods or teaching concepts at that time. "

When teachers evaluate themselves, they often feel that as long as the teaching preparation is successfully completed, the whole class will be successful. Although as an open course, it contains "excellent" elements, but success does not mean excellent, but teachers use their own educational wit to guide children to solve problems and convey the knowledge that children need and should have. This communication process is the interaction between life. Education is the influence of life on life, and we can't get rid of it.

On the other hand, others' evaluation of teachers is often empty and general. For example, vague evaluations such as "clear teaching objectives" and "good teaching attitude" are not targeted and cannot achieve the goal of promoting the professional development of teachers in open courses. This will make the follow-up teaching and research insufficient.

4. There is a problem of educational equity in open classes.

"Teachers should pay attention to the development of every child, treat every child fairly, respect the individual differences of children in development level, existing experience and learning style, and give help and guidance in an appropriate way so that every child can feel safe, happy and successful" (Guidelines for Kindergarten Education (Trial)).

However, open classes are unfair. Some teachers pointed out that in order to have a good open class, naughty and disobedient children will be eliminated. The most common thing is that in the open class, the children who are called up by the teacher to answer questions are all children that the teacher likes or usually behave well. Those so-called bad children were completely ignored. Such an open class does not put children at the center and has given up the ultimate goal of teaching.

Second, thinking about open classes in kindergartens.

The problems existing in the open classes in kindergartens hinder the positive role of the open classes, which has to arouse our attention and reflection.

1. Pursuing utilitarianism

When kindergartens and teachers consider open classes, perhaps the starting point is not to learn from each other, but to gain more advantageous resources and benefits through open classes.

2. Value orientation deviation

Teaching includes teaching and learning, teaching is for learning, and teaching is for not teaching. All actions of kindergartens should aim at promoting the healthy and all-round development of children. Open classes should also be child-centered teaching, and the purpose of publicity is not only the teaching of teachers, but also the presentation of children. The ultimate goal of teachers' professional growth is the development of children. Therefore, if an open class only pays attention to teachers and ignores children, it is putting the cart before the horse and treating children as props to cooperate with teachers.

5. The educational theory is not well mastered.

Teachers and lecturers don't know much about the educational ideas, concepts, new teaching methods and educational opportunities worth learning in the process of open kindergarten classes. Therefore, open classes are only superficial and formal.

Thirdly, the reconstruction of the normalization of kindergarten open classes.

1. Change the value orientation, put children first, and prevent unfair education.

Education should not only be efficient and effective, but also have life. Education should be the interaction of life, not the performance of teachers alone. On the stage of an open class, the teacher should be the director or just a supporting role, not the protagonist. Teachers' professional development is the need of children's development. Teachers should treat every child's growth fairly and give every child an opportunity to receive education. If we don't make the open class utilitarian and treat the open class as a research class, we won't avoid the problem, but face the problem, analyze the problem and solve it. We should always adhere to the saying that teaching and learning learn from each other.

2. Strengthen preschool teachers' educational tact.

Kindergarten teachers are faced with a group of naive and lively children with "philosophical wisdom", which requires kindergarten teachers to learn a wide range of knowledge. Only when they have extensive knowledge will they not be "embarrassed" to take care of their children or prevent them from asking questions. Educational tact should be formed in rich knowledge and educational experience. We can't expect kindergarten teachers to know everything, but we can use educational wit to solve problems. We should always have the belief that we should be educators, not just teachers. Educators have their own unique personal charm, which comes from rich educational practice experience and tact in dealing with problems. Teachers with educational wit will know the content of the class before attending the open class, and it is they who constantly "polish" the class object, not "polish". Suhomlinski once said, "I have been preparing for a good class all my life." We should stick to this professionalism.

3. Improve the evaluation criteria

"Open class is not only a platform for teachers' professional growth, but also a stage to show their personality charm; Open class is not only an opportunity to discuss, research and develop collective wisdom, but also a space for cooperation, sharing and team spirit. Open classes are not only a concern for students' learning process, but also a concern for students as' people'. " The evaluation of open classes in kindergartens depends not only on the development of teachers, but also on the display of children in them and whether they achieve the teaching purpose. Moreover, it is necessary to refine the evaluation criteria, not just general and vague comments. More targeted communication of teaching evaluation can really promote teachers' professional growth.

4. Pay attention to the effectiveness of teaching

"Teachers' teaching must meet the needs of children's development and children's reality, and children's participation can be improved in teaching with children's experience. All the behaviors and strategies that teachers initiate, maintain and promote students' learning are truly effective teaching. " The alienation of open classes is only a simple teaching form, ignoring children and the purpose of teaching. In fact, repeated textbooks or teaching situations will make children lose interest, children's participation is not high, and teaching can't achieve their own goals. Sometimes, we just polish an open class in pursuit of perfection, but in fact, as long as children gain something from teaching and life has an impact on life, such teaching is effective. Moreover, we should clearly realize that there is no perfect teaching, only the teaching of continuous improvement and reflection. Only by recognizing our own shortcomings can we make progress and learn from others' shortcomings. We should return to the true colors of open classes. Although the open class lies in demonstration and guidance, it should also be true and charming. Can't fake, but show the organic interaction between teachers and students. Therefore, open kindergarten classes should focus on children and pay attention to the effectiveness of teaching.

We have realized the function and existing problems of the open class in kindergarten, but only by making the open class play its positive role can we give full play to its function and reflect its value.