The children are divided into two teams: pro and con. The children explain their own opinions and persuade each other in a persuasive way. Based on the children's interests, we collected many question

The children are divided into two teams: pro and con. The children explain their own opinions and persuade each other in a persuasive way. Based on the children's interests, we collected many questions from the children. Finally, after screening and sorting, we identified several valuable questions for the children to debate. Question 1: Can I bring toys with me after I go to elementary school? Question 2: After you go to elementary school, what do you do first when you get home from school? Question 3: Can I drink water and urinate freely after entering elementary school? Case analysis:

In the debate on the above issues, the children expressed their own opinions, which made me believe that children grow and improve in the interweaving of issues. During the activity, the children's discussion was lively, "When the public says it's right, the mother-in-law says it's right." During the argument, they reached a common understanding, accepted the views of their peers, and finally formed cognitive experiences related to entering elementary school. . Regarding question 1, some children do not fully understand this change. Some children think that there is no recess in primary school? When we take out the toys to play during recess, it does not affect the class! Through the debate, the children were unanimously concerned about this issue. In the end, the children agreed that they can bring some sports toys after entering elementary school, but not other toys, and are willing to abide by this rule in their future elementary school life. In response to question 2, the child has formed the view that after entering elementary school and taking a short rest after going home from school, he should complete his homework as soon as possible. He should not just play and leave his homework until very late. Through question three, the children have a clearer understanding that life in kindergarten is relatively free and loose, while primary school is more strict and regular. The children also said that they should try not to drink water or urinate randomly after school. This will affect the teacher and classmates in class. These pre-class preparations should be done within ten minutes between classes.

In addition, "using children's existing cognitive experience to learn to read homework tables and try to pack school bags" is an urgent need for children to enter school. After the children visited the primary school, they became interested in what is written on the homework table, what should be put in the school bag, and how to pack the school bag every day. In order to cultivate children's sense of self-service and further stimulate their desire to be primary school students, the activity "Packaging Little School Bags" was created. During the activity, let the children discuss "What books should primary school students bring every day? How can we know?" This key question was raised, which led to the homework schedule. Then let the children learn to read the homework schedule, and finally learn to organize their school bags according to the curriculum. Through this teaching activity, children learn how to organize school bags. At the same time, children learn how to classify items and how to organize toys and books in kindergarten classrooms. Usually when we see messy items in the classroom, we will immediately Remind children to tidy up. This will help develop children's persistence and sense of responsibility, and speed up their adaptation to primary school life.

Improvement strategy three: follow living habits and cultivate children’s learning ability

After children enter school, learning becomes the main activity. During the learning process, children must systematically master knowledge and skills, not only You should learn the knowledge that you are interested in, and you should learn the knowledge that you must master even if you are not interested in it. Compared with games, learning is not only more social, purposeful and systematic, but in a certain sense, it is also mandatory. Many parents complain that their children do not study consciously enough after entering primary school, resulting in children learning under the supervision of their parents. Over time, children's learning becomes passive learning under the pressure of parents. Learning in such a learning atmosphere is difficult for children and even more difficult for adults. Therefore, we should cultivate children's good learning habits in early childhood and improve their learning consciousness.

Conventional practices and existing drawbacks:

In order to allow children to adapt to primary school learning life as soon as possible after entering school, teachers will change the arrangement of kindergarten desks. The time is extended, and the number of game time and activities is reduced. Some teachers organize children to visit primary schools or invite primary school students to return to the kindergarten to introduce primary school life. Children's adaptability, persistence of intentional attention, initiative, enthusiasm, and self-control in learning are often ignored.

Our new ideas:

According to the age characteristics of children in large classes, games are the main activity of children.

Therefore, in order to cultivate children's learning consciousness and develop good study habits, we must start from the daily life of children. For example: guide children to gradually maintain stable and lasting attention during group activities, and try to drink water and go to the bathroom only after activities. Children can listen attentively and speak actively during group activities. The teacher strengthens the training of children's attention and thinking agility, and learns the ability to listen carefully. Developing children's language ability is an important link to lay a solid foundation for elementary school. In language teaching, I often organize children to listen to, watch, and speak about some children's literary works, and guide children to learn new language, vocabulary, and understand the works. Through pictures and talking, situational performances, puppet shows, small dramas and other performances, children can get more opportunities to practice language. In daily life, I often carry out some colorful language game activities to give children the best opportunity to express their thoughts using language. Frequently assign some verbal homework to children, such as asking children to bring things from the plant corner the next day, and encourage and praise children who complete their homework in time. In order to cultivate the habit of completing homework in time when children come home, I sometimes assign children to complete an art work and require them to draw first when they come home, and then go out to play after the drawing is completed. In this way, children can develop their study habits to complete homework in a timely manner.