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Reflections on small class teaching activities in kindergarten

Children in small classes have just entered school from home. This period is a critical period for regular education. Establishing good routines plays a very important role in future life and study. Below is a reflection on small class teaching activities in kindergarten that I compiled for you. I hope it will be helpful to you.

Reflection on Small Class Teaching Activities in Kindergarten Part 1

The song "I Love My Kindergarten" has a simple melody, easy-to-understand lyrics, full of interest, and is in line with the characteristics of small class children. Secondly, music comes from life, and many musical works are reflections of life. "I Love My Kindergarten" is a song that comes from children's life. The experience comes from children's kindergarten experience and is a subject of interest to children. The activities strive to allow children to appreciate the beauty of kindergarten life through songs and laughter, and experience friendly and joyful fun.

"I Love My Kindergarten" is the first music activity of the small class in the last semester. The children in the small class have just arrived in the kindergarten and have not formed effective routines. It is very difficult to organize the class at the beginning, and the small class Children who have no intention of paying attention dominate, let alone let them learn any skills, and it is difficult for them to sit quietly for a few minutes. In the entire activity design, the main focus is to allow children to listen to teachers singing songs and follow teachers to sing and perform movements together. Children can experience the joy of music activities through participation in movements and performance of body rhythms. The activity provides a relaxed natural environment for children, with the purpose of reducing the intensity of children's activities and allowing children to naturally engage in music activities in a relaxed state. At the beginning, let the children feel the charm of music for the first time, listen to the teacher singing, understand the lyrics, and clap rhythmically with the teacher. Of course, as a music education, in order for children to understand the content of songs, we cannot rely solely on the teacher's teachings but should combine the children's actual life experiences to help them understand. During the activity, I made a PPT of the children's daily life in the kindergarten. By reading the courseware, the children naturally entered the artistic conception expressed in the song. The audio-visual audio-visual teaching method reproduces children's learning life in the kindergarten, allowing children to easily solve the difficulty of understanding lyrics through camera teaching, and also enhances children's desire to create and perform. Finally, two rounds of applause were designed: the teacher applauded the children, and the children applauded themselves. The purpose is to allow children to feel the joy of teacher acceptance, peer acceptance, and self-acceptance during activities, so that children can experience the fun of group activities. At the same time, with the encouragement of teachers and peers, children experience a sense of success in group activities and enhance their awareness of actively participating in group activities.

The shortcomings discovered during the teaching process are: the children cannot sing in natural tones, some shout at the top of their throats when singing, some scream at the top of their throats, and some The one made a strange and harsh sound. In order to solve the confusion of young children not being able to sing with natural sounds, I want to play beautiful children's songs for young children to appreciate in normal times, hoping that children will feel the beauty of singing with natural sounds.

From this, I realized that how to make children adapt to the new environment is easy to talk about but really difficult to do. Children who have just entered the kindergarten often feel extremely insecure because they are unfamiliar with the surrounding environment. , the emotion that accompanies crying is also a natural phenomenon. It requires teachers not only to have a mother-like caring heart, but also to have accurate judgment, flexible organizational skills and adaptability. They must discover what the children want more from their actual performance. , what is more attractive to them can make children live happier and more fulfilling lives, and truly experience the happy life of kindergarten.

Reflection on Small Class Teaching Activities in Kindergarten Part 2

One month is about to pass in the blink of an eye. Looking back on every bit of this month, the ups and downs come to my mind.

Time flies. As a new teacher, due to lack of teaching experience, he often loses sight of one thing and loses sight of the other during the teaching process, and is in a hurry. Therefore, in addition to working hard and carefully preparing lessons, we must continue to learn from other teachers' experiences and strive to improve our professional knowledge while educating young children.

The following is my teaching reflection on a series of issues that have arisen in the teaching process this month:

Due to their young age, the children in the small class have just moved from family to new environment. I know almost nothing about painting, and my level of development is only a "doodle period". For example, in the "Magic Pen" (painting) lesson I taught in the third week, I asked children to color a balloon. At the beginning, everyone was very interested, but because they didn't know how to color, although the teacher demonstrated But they don’t know how to use colors. Some use various colors to draw on the east and west ends of the balloons, and some simply draw on the outside of the balloons... In response to this situation, I think the teacher must not rush to ask for help. There is no need to emphasize whether the children's paintings are good or not. This will make them lose interest and enthusiasm for painting. We should guide, care for and nurture them. For example, when coloring a balloon, children often paint outside the outline. At this time, the teacher should guide the children to be careful not to paint outside the balloon, because if they paint outside accidentally, the balloon will make a "pop" sound. It exploded. The children all laughed happily. I was very careful when coloring.

Therefore, I think that when teachers train children to draw, they must first start from their interests and mobilize their enthusiasm, and then educate and guide them on how to draw better.

Children’s painting potential is diverse and their thinking space is broad. Therefore, when teachers watch and comment on their works with children, they should pay attention to using positive and encouraging language to treat them Give affirmation and recognition to your works. No matter how bad the painting is, you should praise it first and then give suggestions. For example, when coloring balloons, the child Zhu Xiaonan painted very unevenly and only painted a small part. At this time, I said to her: "I think you painted it very beautifully, but look at it, the paper is still white." , I think if you apply it all over, it will definitely be more beautiful, what do you think?" After hearing my words, the child Zhu Xiaonan nodded and continued to apply it.

In fact, every child is an excellent painter. Teachers should respect every child and inspire them to express and create beauty! Let them experience the joy of success. "How big the world is, how big the wings of children's imagination are; how wide the world is, how wide the world created by children is." If we just blindly blame and criticize children's mistakes and shortcomings, it will only make them lose interest in painting, wipe out their enthusiasm, and suppress their emotions. In this way, children's physical and mental development will not be harmonious and healthy.

"For all children, everything for children, everything for children." As a preschool education worker, we must have a healthy and progressive spirit, use our own words and deeds, and use our own Guide each child with his or her own state of mind, and nourish each child's heart with love and responsibility.

Reflection on Kindergarten Small Class Teaching Activities Part 3

Now that the weather is getting colder, the children in our small class have to get up early and brave the cold wind to come to the kindergarten. After some babies come to class, they will say to me: "Teacher, it's so cold." I will touch their little hands, and they are indeed cold. However, some children came with gloves, so their little hands were not so cold. In winter, gloves are a warm item that almost every child will use. Therefore, I designed this activity. I hope that through this activity, children can perceive the different styles and materials of winter gloves through observation and comparison, and explore through children's own trials. How to wear gloves to cultivate children's awareness of self-service and improve their hands-on ability. Moreover, I have always focused on this activity: observation and discussion - preliminary attempt (finding the problem) - trying again (solving the problem) - summarizing experience, which not only reflects the initiative of children in learning but also cultivates children's interest in science. The interests are consistent with the topics of my team.

I set the focus of this activity as understanding the different textures and styles of gloves; the difficulty was set as exploring how to wear gloves. In order to let the children understand the different materials and styles of gloves, I first gave the children the opportunity to speak boldly and introduce their own gloves. During the introduction process, I focused on guiding the children to discover the differences in materials and styles of gloves. With the help of eye-catching diagrams, Under this circumstance, young children quickly break through this key point of learning.

Mastering the correct method of wearing gloves is the difficulty of this activity. In the process of overcoming the difficulties, I always adhere to the teaching principles of gradual progress and respect for individual differences. First let the children make a preliminary attempt and discover the problem in the initial attempt. Then I give the children the opportunity to try again and solve the problem in the second attempt. Taking into account the individual differences of children, in this session, I asked the children who had just worn them to wear a pair of gloves with a different style. Children who wore the wrong gloves were asked to wear the gloves again so that each child can truly and firmly wear them. Learn the correct way to wear gloves. In the initial attempts of young children to wear gloves, I found that it is easier for children to correctly grasp the gloves when wearing finger gloves. However, most of the children who tried to wear five-finger gloves did not have their five little fingers inserted into the gloves in a one-to-one correspondence. Therefore, in the following explanation, I made adjustments to focus on how to wear five-finger gloves correctly, and combined the form of children's songs to summarize the secrets of wearing gloves for young children: "Put the pattern flat and upward, and place the thumbs in alignment. "Separate the five fingers, and slowly stretch your little hand inward", and then guide the children through comparison, so that the children can discover the difference between wearing finger gloves and five-finger gloves (the difference in hand shape), which not only greatly shortens the teaching time, but also can be used in observation Cultivate children's independent thinking ability through comparison.

However, during the whole teaching process, due to the weak language expression ability of the children in the small class, the teacher’s guidance words were also many in the whole activity. The teacher’s status is not “hidden” enough and he should completely let the children explore and explore. Operation and communication. The teacher should be just a supporter, collaborator and guide throughout the activity. In the process of breaking through the difficulty of the activity: exploring how to put on gloves, children should be allowed to actively explore, communicate and cooperate. You can ask the children who are not successful to speak out their difficulties and then ask the children who are successful to solve the problem for him or her, returning the initiative of the activity to the children, so that the children can truly become the active participants in learning.

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