Analysis and Evaluation of Small Class Teaching 1
Percussion teaching is an important part of kindergarten music teaching. Every child likes tapping, and has a natural sensitivity to sound. Percussion is like a natural instinct for children. In activities, children's hands, eyes, brain and heart are used together, which makes the brain establish complex neural connections and make the brain flexible and intelligent. I think the focus of small class percussion activities is to cultivate children's interest in percussion and good habits of listening to rhythm. I think, as long as percussion materials are gradually infiltrated from small classes, I believe it will be of great help to cultivate children's musical and non-musical skills.
My goal in this course is: 1. Children can know and express timbre under the guidance of teachers. 2. Teaching
With the help of the teacher, the children explored ways to match musical instruments with stories. 3. Ask children to learn to control musical instruments when playing in groups, and not to make sounds casually.
During the activity, I found that children can cooperate with me in teaching activities. They are very interested in musical instruments and stories.
Interest, nodded, and made a shallow reflection on the activity of "little mouse in a glass bottle".
1. The teacher came prepared and taught kindly, but he spoke frequently in language;
2. Each link of the activity is clear, the goal is clearly set, and it is reflected in the activity one by one;
3. This activity is a music activity in the art field, which runs through and revolves around the theme of music, but the teacher did not use background music or other music in the actual organization activities.
4. The environmental layout can be more abundant, reflecting the musicality and scene of music activities.
5. I think we should exaggerate when telling stories, or we can ask the class teacher and children to participate in games to better complete teaching and game activities.
I think, as long as percussion materials are gradually infiltrated from small classes, I believe it will be of great help to cultivate children's musical and non-musical skills. After this lesson, I will deeply realize that a good lesson needs to grasp its essence and integrate into the new percussion teaching concept. I believe I will do better and better in percussion activities in the future!
Analysis and evaluation of small class teaching II.
Today, I taught the language activity "Chicken and Duck". When telling the first story, first use the teaching aid wall chart, and then start telling the story to the children in combination with the wall chart. After telling the story for the first time, I found that the children in this activity only focused on the wall chart I prepared, but were not interested in listening to the story and didn't know much about the story material. So I borrowed a wall chart for the second time to tell stories to the children, but the children's attention was still not focused, and some children even started talking to each other, so the teaching effect of the whole activity was not obvious.
After the activity, I seriously reflected and found that the children in the whole activity were very interested in my wall chart. When telling the first story, I used teaching AIDS directly. From the beginning, the children were absorbed in the wall chart, and their interest in listening to stories was not high. I think if you don't use an intuitive wall chart when telling the first story, children's attention will not be distracted, because intuitive teaching AIDS are easy to distract children's attention. Later, in the process of telling stories to children for the second time, I still told stories to children with wall charts, which led to children's inattention in the process of telling stories for the second time. I think that if we change the way of attention and add rich expressions, eyes and gestures, we can attract children and arouse their listening initiative.
In the future language teaching activities, I will pay attention to the problems encountered today, carry out language activities well, and let children's language develop better.
Analysis and Evaluation of Small Class Teaching III
First, after going to physical education class today, I feel that the children in 1 class (1) are willing to take the initiative to participate in activities; Willing to communicate with teachers, able to raise your hand to answer teachers' questions, and combined with life, very imaginative and creative; I am also willing to interact with other friends and help each other. Through the activities, it is found that children have a strong desire to express and explore, but they need to be gradually guided to cultivate patience, perseverance and the ability to cooperate with others to complete relatively complex games. Establish team spirit from an early age, infiltrate the sense of cooperation from an early age, experience the happiness of the sports meeting with everyone's participation, and don't let any child fall behind.
Second, this course has basically completed the established teaching objectives. Through physical necklaces and rings, the cognitive concept of "hole" is introduced to guide children to say "circle" and "circle" and stimulate their imagination. Children will also talk about various objects in life, such as doorways, meshes, faucets, water pipes, cuffs, necklines, schoolbags, bridge opening, caves, tunnels, iron rings, button holes, shoes, noses, mouths and so on.
Third, learn from me before the sports meeting. Children's fingers, arms, knees, ankles and waist are fully prepared, and they have developed the habit of warming up before sports since childhood. In practice, some children will show their unique movements, which are very imaginative and creative, such as jumping on one foot. They should be encouraged in time, but pay attention to safety.
Fourth, let children know about various sports through physical table tennis and tennis. Plan to let children make holes of various sizes with their fingers, arms, thighs and feet. It is found that the children's preparation activities are quite sufficient, and this link has not been carried out too much. More time is spent inviting children to play the game of dribbling through bridge opening through interaction and cooperation, so as to prepare for dribbling through caves by small trains. In the meantime, it is found that some children kick the ball with their feet, which proves that children have the desire to express themselves and are also exploring new ways of playing. You can learn and form a big circle so that a single child can freely exert his imagination and creativity and everyone can enjoy it together. The research time was limited and it was not implemented.
5. Cooperate with each other and raise your hand over your head to make a cave. Under the guidance of the teacher, teachers and students cooperated and interacted, and the students began to play the game of dribbling through the cave by small train. The children take turns pushing or holding the ball through the cave, and then build a cave by themselves. This kind of game can gradually guide children to cultivate patience, perseverance and the ability to cooperate with others to complete relatively complex games. Establish team spirit from an early age, infiltrate the sense of cooperation from an early age, experience the happiness of the sports meeting with everyone's participation, and don't let any child fall behind. After making sure that every child participated, I deliberately asked several children before ending the game. Have you ever played? They said no, as if they hadn't had enough fun. Through research, we know that children are only in (1) class, so it is not advisable to play for too long, and the game is over.
After the whole team did a relaxation exercise, the children lined up neatly and returned to the classroom. The children behaved well and gave a small necklace as a reward. By the way, I changed the ring into a necklace for the children.
Analysis and evaluation of small class teaching 4 pages
Letting children learn to learn is one of the basic goals of world education in the 2 1 century. It inevitably requires teachers to change their protagonists and methods, as a helper for children, and guide children to learn independently. Therefore, we should pay attention to guiding and inspiring children in teaching activities and shift the focus of education from "what to teach and learn" to "how to learn". At present, the learning method I adopt is to create a learning environment for children, guide them to actively explore and find answers in contradictions. I find that children are enterprising and active in thinking. Because the information they learn is obtained independently after practice and thinking, children can understand and master it quickly. At the same time, it also stimulates the enterprising participation of children's brains, which is conducive to the development of children's brain functions.
Analysis and evaluation of small class teaching 5 pages
"Sweet Candy" is a teaching activity in kindergarten theme activities this semester. In the preparation, implementation and promotion of this activity, some adjustments have been made according to the situation of the children in this class, and some attempts have been made on how to construct the problem consciousness of kindergarten teachers.
First, doubt
In the process of preparing lessons, I found that the lesson preparation suggestion in the textbook is to let all the children make a candy together. Although it is interesting for all the children to cooperate together, considering that the children in our kindergarten are relatively small and most of them are active, if * * * makes a candy together, the scene may be chaotic, and I, a young teacher, will be more difficult to control in the process of teaching activities; In addition, the cooperative consciousness of kindergarten children is not very strong. Can all the children do it together to achieve the effect of cooperation? ; Third, some children in the class are introverted, and some children are a little special. Will they be inadvertently ignored in the process of class mobilization? This is one of the doubts. Doubt 2: The third link of teaching activities is to decorate candy, and the lesson preparation recommendation in the textbook is to let children decorate with pigments. By observing the children's performance in ordinary art activities, I found that the children just scribbled colors one by one, and the effect was not good. Moreover, they had done such activities many times before, which was not novel and interesting. How can it be more funny? In view of the above two doubts, I made some adjustments and changes after reading similar lesson plans.
Second, practice
Funny teaching materials and effective teaching methods are gradually produced in the process of continuous practice, failure, summary and re-practice. I made a second lesson preparation for the teaching activity of Sweet Candy. First of all, everyone made a candy, not every child made a candy baby. The teacher made a beautiful and huge "candy mom" in advance, and created a situation in the introduction of the activity: the candy mom said: Thank you for making such beautiful clothes for me, but my candy babies have no clothes to wear. What should I do? At this time, the teacher raised a question: there are many babies of the candy mother, and the teacher has no time to make beautiful clothes for them. What should I do? This will immediately arouse children's interest in making clothes for candy babies. I have been thinking of a funny way to attract children's attention and interest in decorating candy babies. It suddenly occurred to me that children are very interested in a magic trick I used to change for them. They still don't understand why there are all kinds of colors on white paper. Can I apply this to decorating candy babies? This might be more interesting. So each of my children sent some small paper balls to stick on the candy baby at will, and then the teacher changed the candy baby's clothes into magic!
As expected when preparing lessons, children are interested in their work. Classroom routine and activity flow have been well controlled. However, due to the differences in children's age and practical potential, some children can finish homework materials quickly and well in activities, and their interest is still very strong; Some children are slow and need the help of teachers to finish, so there is a time difference. How to solve this problem? I make a request to the children who finish first: you can help the children who need help next to you, or you can come to the teacher to get materials and continue to make candy babies. In this way, every child can continue to devote himself to his work. At this time, the problem appeared again. Because of the temporary adjustment of teaching links, the activity lasted too long. In order not to affect the activities of the head of the delegation, I asked the children to give the candy baby to the teacher after posting it, and we will finish the final magic link together during the game time.
Regional activities are an extension and an effective supplement of teaching activities. The children's enthusiasm for teaching activities did not diminish because of the end of the activities, so I used the operation of the regional activity group to let the children complete the final "dressing" step in groups. This not only facilitates the teacher's observation, but also gives the children the necessary guidance in time. The teaching activity "Sweet Candy" was completed. In the regional activities, we also opened the "Candy House" game, which brought more materials for making and decorating candy to the region, and let the children try to make beautiful candy in other ways, and the children liked it very much.
Third, reflection.
In kindergarten, there are too many factors that affect the development of teaching activities. Children's interest in teaching materials, external interference, children's ideas, teachers' organization and so on will directly affect the effect of a teaching activity. These are what teachers should think of when designing activities, but they don't necessarily have to think of them. This requires us to constantly improve our observation potential and change the potential of generating activities. In our daily work, we should not only pay attention to how to do it, but also seriously think about why to do it. Often achieving "effective adjustment" and "pragmatic reflection" and combing the self-reflection at each stage will help us sum up our teaching experience and help us achieve professional growth faster.
Analysis and evaluation of small class teaching;
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★ Summary of Small Class Teachers' Work Evaluation
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