Reflective case of teaching in large classes in kindergartens
Part I: Reflective case of teaching in large classes
The most meaningful thing in children art education is to explore the creative potential of children. In children art activities, children's creativity should be put in the first place, instead of imparting knowledge and skills. Children should be given opportunities to express themselves as much as possible and encouraged to express their unique thoughts and feelings boldly.
Case background:
The art activity "The Lion" was selected from the large class in Anhui Province last semester. The image of the big lion is exaggerated and powerful, and it is an animal that children are very familiar with and love. Therefore, in this semester's kindergarten-based teaching and research class guidance activities, two teachers of our large class art group selected this class after consultation. In order to teach this lesson well, a discussion group consisting of Sheng Yulan, Wang Chunrong, Wang Yuan and myself was set up. According to the actual situation of our class and the age difference of children, * * * adjusted the original teaching plan.
Case presentation:
Art activities in large classes —— Lion
My thoughts on the lesson plan after the adjustment of the original lesson plan
Objectives:
1. Know how to protect animals, care for the environment and sprout the feelings of loving nature.
2. Try to draw the main features of the lion and add the background related to the lion. Objectives:
1. Know how to protect animals, care for the environment, and sprout the feeling of loving nature.
2. Try to draw the main features of the lion and add the background related to the lion.
3. Cultivate children's oral expression ability. In art teaching, it is very necessary to regard language as an internal activity and run through it.
Preparation:
1. Pictures of lions, oil pastels and markers.
2. Children's operation materials. Preparation:
1. Pictures of lions, oil pastels and markers.
2. Children's operation materials.
3. The Lion King disc, TV set and VCD.
4. Draw a picture of Fan and a picture of a lion.
process:
1. Talking arouses children's interest. Teacher: What animal has a beautiful mane?
2. Show the pictures and let the children watch the lion.
(1) Question: Have you ever seen a lion? What does it look like? Where do you live?
(2) summary of teachers.
3. Teach children to love animals
(1) Question: Lions have their own homes. Can we break into their homes and destroy their living environment?
(2) Teacher's summary,
4. The teacher demonstrated the painting of the lion.
focus on several manifestations of mane.
5. Children paint and teachers guide them. Process:
1. Play the clip of The Lion King.
2. Conversation:
(1) What did the lion you saw just now look like? Where do you live?
(2) Teacher's Summary: Lions are carnivores. The fur is golden yellow, and the male lion is strong and has long mane on his head. Lions mainly live in African grasslands. In order to let more people see lions, some lions are transported to the zoo for people to watch.
3. Teach children to love animals.
(1) Question: Lions have their own homes. Can we break into their homes and destroy their living environment?
(2) Summary: We should cherish it, and we can't kill or destroy the ecological environment at will.
4. Show a demonstration painting
Teacher: Do you like lions? Look, teacher, there are some lions here. Do you want to know how they are drawn?
5. The teacher demonstrates the painting method of the lion, focusing on several manifestations of mane.
6. Children paint and teachers guide them (playing background music).
(1) Encourage young children to draw the life scenes of lions.
(2) Draw a male lion or a family of lions.
7. Children make up a story with their own paintings to share with their peers and teachers. The animation has attracted the attention of children, who are quick to accept intuitive things and are also very interested.
Let children have a preliminary understanding of male lions.
It has deepened children's understanding of the lion family.
At the same time of imparting art skills, moral and environmental education can serve three purposes.
Appreciating the teacher's model paintings aims at giving children an observation and edifying them with beauty.
The demonstration painting method gives children an intuitive impression, and introduces several expressions of mane.
The combination of sound and picture makes the five fields naturally merge.
It aims to cultivate children's imagination, oral expression ability and self-confidence.
Case reflection: From the activity process, although the thinking is clear, from the after-class effect, most of the children's works are the same, which is no different from the lions in the old normal school paintings. Disappointed at the same time, I can't help asking myself what role I assigned myself in the activity. After calm thinking, I think I still can't get out of the old model: first, teachers demonstrate and explain, and then children imitate or create simply. This method is time-saving and simple, but I don't know that it not only inhibits children's creation, but also makes children have a mentality of blindly obeying authority without their own ideas, which is not conducive to the development of sound personality.
after the activity, some questions always bother me: how to make children's works colorful, how to make each child's works have their own personality, how to make each child develop on the original basis and share their own happiness of success? So, I reread the outline, "guide children to get in touch with the beautiful people, things and things in their surroundings and life, enrich their emotional experience and aesthetic taste, and inspire them to discover and create beauty." This passage has been greatly inspired. I think if this activity is adjusted to the following process, maybe the effect will be improved!
around the appreciation example, ask the following questions. The first painting is a teacher's work: What's the name of this painting? How did you know it was a male lion? What is this male lion doing? Where is it? Through this link, first, let the children know the image characteristics of the male lion; The second is to let the children know that the main content of the work must be in the eye-catching place. In addition, let the children realize the exaggerated features of the male lion's mane.
Then show the second children's work:
How many lions are there in the picture? Who are they? What's the difference between them and male lions? Besides playing games together, where will they go and what will they do? This link has dispersed the children's thinking and laid the foundation for their creation.
Then compare the first painting with the second painting:
What's the difference between the male lions in these two paintings? What other painting methods are there for mane? What do these two pictures draw first, and then what?
The questioning in this session breaks through the difficulties, broadens children's thinking and opens the window of imagination for children.
At last, when the teacher asks the children to take a picture of the lion, the children will surely do it boldly. After such a modified design, although the discussion took more time to demonstrate and explain in the past, I think this link will definitely arouse the initiative and creativity of children's learning. Perhaps this is the crux of the problem that teachers have repeatedly taken care to draw differently from teachers after demonstrating and explaining, but most children still have to copy the examples!
What the activity gave me:
1. I lacked knowledge and experience in early childhood, and my thinking was not fixed. Cultivating children's creative thinking ability and helping them accumulate various key experiences are more in line with children's needs and possibilities than forming concepts. Therefore, in art teaching, we must carefully design questions, organize discussions, change teachers to impart knowledge and skills in one direction, creatively teach and learn bilateral activities for teachers and students, and cultivate children to transfer their past knowledge to new situations during discussions, so as to cultivate them to boldly express their own understanding and be willing to show unusual understanding and habits.
2. Art creation is an extremely individualized activity. Every child has his own ideas and performances, but his own ideas are limited after all. In the process of children's activities, teachers introduce individual children's creative ideas and unique performances, which will neither interfere with the collective nor restrict the creation of other children. On the contrary, I think it is the promotion of children's creation. However, if this kind of introduction and exchange is postponed until the completion of children's works, the opportunity for children to learn, create and surpass has been missed, and its significance is very small.
Chapter II: Reflective Case of Large Class Teaching
Activity Objectives:
1. Be able to read picture books by observing, guessing and discussing, and understand what happened to earthworms in the picture books at different times.
2. Understand the basic forms of diary from reading picture books, try to use painting to continue to write a diary, and tell the contents of the diary boldly and coherently.
3. Experience the fun of reading and keeping a diary.
Activity preparation:
1. The picture book "Diary of Earthworms".
2. selectively shoot picture books into photos, and set the PPT projection form.
3. Sound effects: children's screams and dance music.
4. White paper and crayons are provided for each group of children.
Activity process:
1. Directly show the cover of the picture book "Diary of Earthworms" to stimulate interest:
1. Show the cover picture to understand the title.
Teacher: Today the teacher brought an interesting book. Let's look at the cover of the book. What do you see? What do you understand? What are the characteristics of this earthworm? (Children observe the cover story and know the name of the story "Diary of Earthworms". )
2. Guide children to discuss: What is a diary?
teacher: what exactly is the diary like? Is that what you think? Let's take a look at this book and find the answer.
Second, teachers and children read together to understand the story content of picture books and the basic forms of diary.
1. Read for the first time to inspire children to look, think and talk, and initially understand the story content of picture books.
(1) Guide children to read the first page.
teacher: this is earthworm's first diary. do you know when earthworm wrote this diary? (March 1st) Originally, when keeping a diary, you should write down the month and date first. On this day, who? What happened? (Children's observation picture tells. )
Teacher tells a story: It turns out that earthworms and spiders are good friends. Today, earthworms teach spiders how to drill the ground. Did the spider succeed? How did you see that? Tomorrow the spider will teach the earthworm how to walk upside down. Do you think earthworms will succeed tomorrow?
(2) Guide children to read the second page.
teacher: the next day, how to record the date in the diary? By the way, on March 2nd, did the earthworm learn to stand on its head? Why didn't it succeed? Understand that earthworms have no feet and cannot be attached to branches. )
(3) The teacher guides the children to read the third page.
(playing children's screams) Teacher: What do you hear? Who is this sound? What happened to them? What does this have to do with earthworms? Children boldly imagine and guess. The teacher tells the story.
teacher: when did this happen? how do you know By the way, the earthworm has a date on the top of his diary to record what happened to him that day. What would you do if you met an earthworm?
(4) Guide children to read the fourth page.
teacher: yesterday was March 3rd, and the earthworm did a very naughty thing. Today is (March 4th). Earthworms are no longer naughty. They have become very polite. How did the teacher know? Let's take a look at what the earthworm wrote in his diary today.
(5) Guide children to read the fifth page.
(playing music) Teacher: What sound did you hear on March 5th? What can the earthworm be doing? Let's see what it's doing.
teacher: what is it doing? How does it dance? Why can he only jump like this? Let's learn it together!
(6) Guide children to read the sixth page.
Introduce the new character "Sister Earthworm". Teacher: Today, there is such a person in Earthworm's diary. Who is it? What story will happen between earthworm and it?
The teacher tells a story and asks: Why does the earthworm say this about its sister? Is this the truth?
(7) After reading, get the simple meaning of diary with children.
teacher: after reading the earthworm's diary, we know that the original diary is to record your thoughts and what happens every day with words or patterns, which can make you happy, sad, scared, etc., and each diary is marked with time.
2. The second time, read the picture book completely by showing PPT, and guide the children to keep a diary.
Teachers and children read the diary of earthworm from March 1st to March 6th.
teacher: where will the earthworm go on March 7th? What other interesting things will happen?
Third, expand children's thinking, inspire children to imagine boldly, and try to keep a diary.
1. Teachers put forward the idea of keeping a diary to inspire children's imagination.
(1) Guide children to discuss freely.
(2) Please come and help the earthworm write down the diary of March 7th.
2. Guide children to think about how to keep a diary. Combing children's experience.
teacher: when we keep a diary, we first mark the date (March 7) at the top of the diary. After writing the date, what special things will happen? When you think about it, draw it on paper.
3. Children are free to try to keep a diary, and the teacher visits to observe and guide.
4. Show individual children's diaries and comment briefly.
5. Stick the work at the back of the book to guide children to find out what has been written in the diary for a few days. In fact, March 1st is Monday, what about March 2nd? ..... It turns out that when writing a diary, you can also write down the day of the week, which is the earthworm's diary for one week.
6. Extended activities: guide children to write their own weekly diary.
activity reflection:
There are many story pictures in the original picture book, and the amount of stories in a group teaching activity is too large. Therefore, I made a selection in the activity design, intercepted six of them as the content of this language activity, and revised the date, so that the diary presents a continuous record from March 1 to March 6, which makes it easier for children to grasp the diary. During the activity, I attracted children's attention by guiding them to observe the pictures and associating them with sound effects, so that children could understand the pictures more deeply and thoroughly, and understand the inner world of earthworms from the emotional level, and feel the emotional changes of earthworms in their diaries, which made their feelings with earthworms sing. In the last link, children's interest in keeping a diary is also particularly high, and children show their imagination in Hwa-Sung Do's diary.
Chapter III: Reflective Case of Teaching in Large Classes
Case Background:
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