The educational story of kindergarten: case 1
Language activity: wait and see.
Case description: After watching two episodes of the cartoon "Wait and See", the children were deeply attracted by its vivid and humorous pictures and fell in love with the protagonists in the cartoon-the clever rabbit and the fierce wolf. These two days caused a sensation in the class, and "wait and see" became a hot topic. At the same time, I found that children had some doubts when talking about interesting plots in cartoons, so I promoted this activity. Process description:
When watching the third episode of "Wait and See", the child did have some problems. When they saw the wolf chasing rabbits to a TV shop, the rabbits had nowhere to hide, so they hid in a fake TV stand and pretended to sing like rabbits in other TVs. Worried that he couldn't find rabbits, the wolf turned off the real TVs one by one. The rabbit finally showed the cloven foot, because it was too forgetful to sing. The wolf finally found the rabbit, but the wolf didn't rush to catch the rabbit at once, but cooperated with the rabbit as an audience.
So the teacher asked this question:? Since the wolf recognized the rabbit, why didn't he jump at once? Aren't you afraid of rabbits running away?
The children reacted violently and immediately raised a lot of small hands. There are several different views:
The first view is that. Can't the TV be turned off? This is a superficial idea, obviously wrong, and it is the answer of the children with poor ability in the class. )
The second type:? The wolf wants to catch the rabbit later? This is close to the teacher's preset answer, but it is still superficial. My thinking: If the answer the teacher wants is compared to an apple, then the children are already close to the apple, and then they can jump up and pick it. If the teacher tells them the answer directly at this time, the child will be like a deflated ball. The teacher originally wanted to help, but poured cold water on the children's desire to say, and they may not understand the teacher's answer, so the key to solving this problem is to let the children experience the arrogant character of the wolf and secretly laugh at the rabbit. It thinks that the rabbit can't run away this time, which is a winning gesture.
In language activities, teachers must help children improve their experience through various teaching strategies on the basis of listening carefully to their views. In the face of children's different understanding of cartoons, teachers should be cautious. If it is obviously wrong, it must be corrected. Different opinions are allowed in some places, so teachers' evaluation should be open, creating an environment for children to want to say, dare to say, like to say, have the opportunity to say and get a positive response. So I immediately encouraged the children to boldly imitate the wolf's demeanor and movements, and the children experienced and felt in the process of imitation.
Although children can't express themselves in abstruse language? Why didn't the wolf catch the rabbit at once? But they will learn from wolves in childish language: Haha, rabbit, you ran away, you ran away, which means they have fully understood this emotional experience. What else? I know for myself? This kind of pride, in the process of learning the wolf to speak, they also got the opportunity to practice their language.
Activity reflection? How to exert children s subjectivity in language activities;
Modern educational thoughts emphasize the subjectivity of the educated and the position and role of subjectivity in their own development. We believe that children's subjectivity in activities refers to the inherent characteristics of children's independence, self-awareness, initiative and creativity as the main body of learning activities, and is also the internal basis and fundamental symbol of the establishment of children's subjectivity.
The Guiding Outline of Kindergarten Education emphasizes that children's language ability develops in the process of application, and the key to developing children's language is to create an environment in which children want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response. That is to give full play to children's subjectivity in language activities and create a harmonious, relaxed and democratic atmosphere.
Education environment, let them actively participate in language activities and improve their language expression ability. Specifically, we can start from the following aspects:
First, create language situations to arouse children's autonomy.
Children are the main body of activities, so we should give them space to choose and create opportunities and conditions for success. Autonomy is the soul of children's self-expression, and children are the masters of their own behavior. They have the right to make choices and decisions about their activities. Piaget believes that children's development is obtained in the process of interaction with the object, and the more active the interaction between children and the object environment, the faster the development. Children in a class, because of age and individual differences, interest and development imbalance, so our activities can not always be a model for the whole class.
In the group activities for everyone, I created a certain language performance situation for the children, and provided them with cards, pictures and concrete images for performing headdresses, props and backgrounds. And can carry out various forms of independent selective activities, group cooperation activities, interactive activities, etc. , to carry out activities with the same content, different requirements, the same requirements and different contents. Let children choose activities according to their own wishes, participate in activities happily, satisfy certain wishes and become interested in language activities. Interest is the driving force of learning. With interest, you will have the enthusiasm and initiative to participate in activities. For example, in language narration, I often provide some related pictures for children to choose a picture to tell when they go to the art exhibition. Children will choose pictures, look at pictures and tell stories freely with their companions according to their own preferences in the context of free choice. In this way, in the narrative of their own choice of pictures, it is helpful to stimulate children's interest in learning and let them actively participate in language activities.
Secondly, create an open psychological situation for children. As a teacher, we should establish a harmonious relationship between teachers and students, often communicate with children with sincere eyes, create a friendly and relaxed language communication environment with beautiful language and vivid expressions, listen carefully to their every word, and constantly encourage and support them when they have language expression obstacles. In this way, children will feel free in a democratic and friendly atmosphere and effectively stimulate their desire for language expression. At the same time, it is necessary to provide children with opportunities for language expression. In order to improve each child's interest in communication and cultivate their language communication ability, teachers should provide children with as many opportunities for communication as possible.
Second, master the art of teaching and give play to children's initiative.
As the main body of activities, children are born with the initiative of their own activities and development. Mr. Chen Heqin, an expert in children's education in China, is in his thirties? Life education? Put forward in the educational principle of? Let the child think for himself what he can think for himself. ? The initiative of children in activities is reflected in their active role in understanding and reforming the object, rather than passive understanding and practice. Children are developing and active subjects, and we should believe that children themselves have great potential.
As the saying goes: teaching has the law, but teaching cannot. Teachers' teaching methods in language activities directly affect children's language expression and its dynamic performance in language communication. In language activities, children always hope that every activity is fresh. Therefore, teachers should pay attention to the application of teaching methods in activities, change from rigid to flexible and simple to diverse, so that children can be in a lively atmosphere to meet their needs and desire for knowledge.
(1) adopts multi-channel participation. That is, let children use a variety of sensory channels to participate in activities. According to psychology, the more perceptual channels people open in the cognitive process, the richer their understanding ability will be. When organizing language activities, we should give full play to children's intelligence? Who wants to know? 、? Who will say? And so on, encourage all children to take the initiative to participate, and guide them to use a variety of senses to feel actively. For example, learning the poem "Leaves", I first took my children outdoors to pick up many leaves for them to see, touch and play with. What do the leaves they picked up look like? What color? Like what? When learning poetry, children are required to dress up as small animals and perform the scene of picking leaves. In the process of observation, recitation and performance, children can understand, recite and express poetry more directly and deeply through multi-channel and multi-sensory participation.
(2) Using situational experience method. Let children feel and experience all kinds of beautiful things in the created scenes and atmosphere, thus generating a positive attitude and mobilizing their inner learning motivation. As we all know, children's thinking has concrete and vivid characteristics. Most of them pay attention to the external beauty of aesthetic objects and are full of colorful and interesting aesthetic objects.
It is easy to produce beauty and interest. Therefore, in language activities, teachers should create a vivid non-verbal environment according to the teaching content to feel and experience the beautiful image and artistic conception in literary works.
Third, standardize the interaction between teachers and students and show the uniqueness of children.
The uniqueness of children is actually the difference in activities. It is an important embodiment of children's subjectivity, which shows that in the current activities, every child has a lively, vivid and independent individual, has his own unique memory world, and is a non-repeatable and non-renewable value subject.
Our language activities are usually carried out in the interaction between teachers and students. Teachers and children should be equal partners. In activities, the interaction between teachers and children is undoubtedly the most important. Children's language ability is different, and teachers can't communicate in one mode. They should give support to children's activities according to their different characteristics and abilities, including stimulating collisions. Experience exchange and emotional enjoyment, more importantly, help different children find and clarify their own problems and doubts, establish a good interpersonal atmosphere between teachers and students, effectively shorten the psychological distance, communicate in different ways and with different contents, and adjust the interaction mode according to children's needs.
Selective interaction between teachers and children. According to the difficulty of interactive content, teachers purposefully choose those with strong language development ability, better or worse for interactive communication, which can not only meet the needs of children with different development levels, but also interact with teachers and children according to the differences of children, so that children can get a certain degree of performance and development in activities. Such as; Talking about Layout > In the story of "Saving Ducks", teachers and children can choose from each other. Children with poor ability can choose to talk about the difficulties encountered by ducklings. Children with good language skills choose to tell the story of how small animals save ducklings. Children with strong language choose to tell the story of saving ducklings. This can not only satisfy the curiosity of different children, but also establish the self-confidence of children at different levels of development.
(2) Cooperation and interaction between teachers and children. Let the whole class or a group of children cooperate with each other and interact with the teacher. On the one hand, cooperative interaction is reflected in the discussion of a problem in language activities. Children can express their views and opinions in many ways, and both teachers and children can express their opinions and comments. On the one hand, it is reflected in the performance of language communication, such as reading poems and children's songs in groups and groups; Mutual practice of antonyms; Question and answer training, etc. This kind of interaction can drive children with poor language skills to participate in the interaction.
(3) Interaction between life and enjoyment. Refers to the language communication between children and their peers. This kind of interaction can be two partners, a group partner, or a few good friends of your choice. In the interaction between students, every child is provided with abundant opportunities for full expression, mutual listening, inspiration, discussion and cooperation. Children can tell their stories and experiences to their peers, so that their peers can enjoy happiness with themselves; Learn to recite children's songs, so that children and peers can recite each other; In storytelling, children with good language development can tell each other with children with poor language; A group of children discuss the problems in the story with each other and so on.
Teachers should regulate the interaction between teachers and students in activities, let children express themselves in activities as much as possible, fully display their uniqueness, give play to children's language expression ability and promote the development of each child at different levels.
Fourth, support language imagination and stimulate children's creativity.
Creativity is characterized by exploration and innovation. It is the highest expression and realm of individual subjectivity and the soul of human subjectivity. However, children's creativity in language activities is different from what people generally say. For children, children's creativity in language activities is mainly manifested in the inference of sentences and words, the association and imagination of stories and things, and the imitation of children's songs, poems and essays.
In language activities, on the one hand, we should teach children learning methods, on the other hand, we should guide them to learn a nursery rhyme by analogy and let them learn to imitate it themselves; When telling, use one word to let the children say what other words can be used; Learning to tell stories will inspire children to imagine and create some storylines, and at the same time guide children to express them boldly and creatively in coherent language.
Einstein said: imagination is more important than knowledge, because knowledge is limited and imagination is infinite? . Children can't live without imagination, which is their nature and their way of thinking is largely imagination. Most of the literary works in our language activities have rich, vivid and beautiful imagination and fantasy, and reasonable imagination and fantasy.
It is easy to arouse the strong interest of children. Once this psychological state of children is in tune with the fantasy in language works, it will produce endless fun and imagination. Teachers always inspire children by making them imagine what they need? What does it look like? 、? Like what else? Let children think as much as possible, different from others, and so on. With such guidance and support, children have active thinking and rich imagination. Teachers should affirm and guide children's naive imagination, and let children imagine boldly in the free sky. For example, in the story of seven-color flowers, children are easily attracted by the magical functions of seven-color flowers in the story. When the teacher gives each child a homemade seven-color flower, let the children imagine it as the magic in the story? Seven-color flower? Encourage children to imagine: yours? Seven-color flower? What wish will it help you realize? Children will want to realize what they like and what their parents need. Teachers further support children's deeper imagination. Seven-color flower? What other meaningful wishes will it help you realize? Furthermore, children will think of helping people with difficulties to realize their wishes; I will also think of realizing the scientific fantasy scenes in cartoons and so on. Teachers' support and affirmation of children's imagination can effectively inspire, cultivate and develop children's hidden magical, infinite, healthy and creative imagination.
Through the practice in Chinese teaching activities, I realize that only by thoroughly implementing the spirit of the outline, constantly updating educational concepts, clarifying children's dominant position, respecting and understanding children, creating a harmonious, relaxed and democratic language exchange environment for children, giving children sufficient opportunities for communication and expression, giving children opportunities to speak, dare to speak and like to speak, and giving full play to their subjectivity in Chinese activities, can children's active development be continuously promoted.
The Educational Story of Kindergarten Case 2
Case background:
In kindergarten, many children love it? Beautiful? . Especially when they buy new clothes, many children are eager to wear them to kindergarten. They want children to see how beautiful their new clothes are, and they like teachers to praise them. But some parents spoil their children blindly, and the children can do whatever they want. Faced with this situation, how can we better communicate with our children?
Case description:
When I came back on May Day, Hengheng reluctantly walked into the classroom. I saw his face and guessed that he must be in a bad mood. That's when I went to ask him what was going on. He never left me and turned to play by himself. Seeing this, his mother came to me and said, I bought him a new pair of sandals during the May Day holiday and wore them every day at home. Last night, an aunt downstairs praised his nice shoes, and he listened. I have to wear it to kindergarten today. I talked to him all morning, but he didn't listen and cried. So I have been in a bad mood and don't know what to do. At this time, I went to communicate with Hengheng again. He stayed with me, but he didn't turn around to play just now. But he is still listening to me. Because he is reasonable, I still try to communicate with him. As a result, he is willing to communicate with me, and I am very happy. I squatted down and asked him why he was unhappy. He told me that he cried because he wanted to wear new shoes, but his mother wouldn't let him wear them. Then I said to him:? Hengheng, do you know why mom won't let you wear it? Because it's still a little cold and the sun hasn't come out yet, you see neither the teacher nor the children are wearing sandals. If you wear it now, you will catch a cold easily. In case Hengheng catches a cold, you will go to the hospital for an injection, and it will cost your mother money again, right? He answered well and felt a little better. Then I asked him, did mom and dad earn money through hard work? He hesitated for a moment and smiled at me. His mother saw this and went to work with confidence. I am also glad that Hengheng understood my meaning and my reason. Case study:
Nowadays, families are generally only children, and families are relatively rich. Many parents dote on their children blindly and regard them as the apple of their eye, especially grandparents. So today's children have different degrees of love? Beautiful? Psychology is one of the reasons. Although this kind of psychology can play a positive role in certain circumstances, in the long run, it will have a negative impact on children's mental health and personality development. Parents and teachers should treat their children's love with a correct attitude? Beautiful? Psychology. Take correct and reasonable methods to guide children, especially those who love beauty very much. Child love? Beautiful? The causes of psychological formation can mainly be seen from the characteristics of teachers, parents and children themselves. Is it possible for children to love the teacher's praise? Beautiful? Psychological motivation, because of this age.
Duan's children have poor discrimination. Some parents spoil their children too much and always satisfy their children with material requirements. Didn't educate children what to do, didn't take the right way to guide children and promote their love? Beautiful? The formation of psychology. Some children love themselves? Beautiful? Teachers and parents should pay more attention to guiding children's psychology in the right way, which will lead to unfavorable factors for their future development.
At this time, how teachers and parents achieve good results plays a key role.
Case reflection:
The Guiding Outline of Kindergarten Education states:? To respect the law of children's physical and mental development, we must respect their nature. Therefore, early education attaches importance to discovering, protecting and guiding the inherent qualities in his nature. ? Also pointed out:? Only family associations can give full play to their respective advantages, make full use of these existing resources, give full play to their respective roles, form educational synergy and promote children's development.
1, the development trend pays attention to the process of children taking small steps, grasps the ordinary moment of development, and learns to understand the development significance of behavior.
In kindergarten, we should learn to analyze the ordinary moments of children's behavior, understand each child's development level, cognitive characteristics and wisdom strategies, and improve the pertinence of education. There are individual differences in children's development, and different children have different physical and mental development characteristics and different advantages and disadvantages. Teachers should have the knowledge and ability to fully and correctly understand children's development, actively and appropriately grasp the process and characteristics of children's development, strive to support and help children's learning and growth, and lay a good foundation for the long-term development of each child at an early stage.
2. Pay attention to individual differences, meet different needs in development, and promote the development of each child.
Provide opportunities for free expression, support and encourage children to boldly express their feelings, understanding and imagination in different artistic forms. Respect each child's ideas and creations, affirm and accept their unique aesthetic feelings and expressions, and share the happiness they create.
3. Home cooperation is the practical need of preschool education.
For children, the most important thing for parents is not to do it for children? What is right and what is wrong? Moral preaching is to help children understand what they really need to do and choose a way to make the other person feel respected and accept themselves.
The Educational Story of Kindergarten Case 3
Case background:
Children in small classes have just moved from home to kindergarten, and they have to face a new environment and life. At the same time, there are great differences in children's living environment, activities and interpersonal communication, so some children will have different forms and different degrees of adaptation difficulties in the early stage of entering the park, and the outstanding external performance is crying! Especially 2? Three-year-old children are often attracted by the fresh environment and toys in kindergartens, and temporarily forget the thoughts of their families. But when it comes to nap time, they will show obvious emotional instability, and some even cry to go home. This strong emotional dependence on family members and rejection of teachers make children unwilling to take a nap, and even appear uncomfortable behaviors such as fear of taking a nap. In view of this situation, how should children adapt to a nap as soon as possible?
Case description:
Kelly is a shy and introverted boy. He is clean in vain, rarely whispers, and rarely quarrels with children. He is a lovely child. However, since he entered the park, he has never slept in his crib. No matter how patiently the teacher preached, he refused to sleep in his own crib. If he forces himself to lie in bed, he will cry loudly, let alone sleep and rest. Why don't you stay up and play in bed for a while? ; ? The teacher gives you a hug. Shall we go to your house together? ; ? Mom was the first to pick up Kelly? Wait, nothing works.
I observed Kelly just sitting quietly next to us, watching other children undress and go to bed. This has been going on for three days. On the fourth day of lunch break, Kerry was still sitting quietly alone, leaning to one side and his eyes almost narrowed into a line. I don't think he can hold on any longer, so I quickly whispered, Kelly, let's have a rest. I'm so tired. Sleep like other children! ? Kerry suddenly woke up, one
Word for word: I'm not sleeping! I'm not sleeping! ? At this time, I remembered that Kerry's mother once told me that Kerry's personality is straightforward and can't be forced. The lunch break at home is always three or four o'clock. I thought about it and said, well, I'll sleep when I'm sleepy. ? On this day, Kerry didn't take another nap. On the fifth day, it was the same. Kerry is sleepy, but he refuses to go to bed. He still refuses to hug him. I must come up with a solution.
On the sixth day of lunch break, I asked Kerry to stand and watch other children undress and change their shoes to sleep. When all the children went to bed, I went to him, leaned down, took his little hand and said to him, Don't stand here, the teacher will take you to another place (Kerry's crib), where there are good things your mother brought. ? I was glad to see him leaning against his cot and touching his quilt and pillow for a while. I thought it was a good opportunity, so I said to Kerry, What a beautiful quilt you have. The color is red, embroidered with your name, and the small pillow still smells. It's so comfortable that other children dare not let you sleep in the bed. Come on, go to bed quickly. How tired you are standing. Sit in bed and look at your things. ? Hearing this, Kerry really went to bed, holding the quilt and not letting go. I folded the quilt and padded it for him to sit on. He was uncomfortable, frowning and looking uncomfortable. He saw other children lying asleep, and I said, is this comfortable? Kerry replied:? Not so good. ? Then lie down, that's much better! ? Kerry said: Very good, very comfortable. ? After lying down, Kerry covered himself with a quilt, patted him gently, and then fell asleep.
When I left the park, I explained the lunch break to Kelly's mother and suggested that parents should rest on time on weekends and not disturb their normal work and rest. In the new week after coming back, little Kerry took a more active lunch break and went to bed without the teacher's urging. Case reflection:
Napping is an important part of children's daily health care. From the perspective of medical care, when children sleep, all parts of the body, brain and nervous system are being adjusted. Therefore, the child's nap is set according to the child's age characteristics and physiological needs, which is right for the child. Promote the normal development of children's bodies and coordinated development of their functions, enhance their physique, and cultivate good living habits, hygiene habits and interest in participating in sports activities? Play an important role.
Where is the "Guide to Kindergarten Education"? Scientifically and reasonably arrange and organize the life of the day? Clearly pointed out in the section? It is necessary to establish good routines to reduce unnecessary management behaviors and gradually cultivate children's self-discipline? . The guide to learning and development for children aged 3-6 also points out? Children aged 3-4 can go to bed and get up on time when reminded, and can insist on taking a lunch break? . Therefore, kindergarten teachers must do a good job in the management of children's naps, treat children's naps with a correct attitude, and should not force children to sleep by forced and rude methods.
From the point of view of physiology and psychology, children's adaptation to sleep is guided by scientific and reasonable methods, that is, different transformation methods are given according to different children's characteristics and different problems, step by step, step by step, following the laws of children's physical and mental development, especially for those introverted and timid children, to help children form a sound personality and healthy psychology. Just like in this case, five steps, such as leaning on the crib, stroking the quilt (the child is self-centered), going to bed to hold the quilt, sitting on the quilt and sleeping in bed, gradually guide Kerry's children to fall asleep successfully. We educators can adjust our mood before going to bed, such as playing stories, relaxing music and organizing walks. Stabilize children's emotions; It can create a comfortable sleeping environment, such as putting up sleeping animal patterns, ventilation before going to bed, and drawing curtains when sleeping. Create a quiet, warm, comfortable and relaxed sleeping environment; You can communicate with parents in advance, and family cooperation will form a joint educational effort. * * * With the cultivation of children's nap habits, such as the state of children's nap, what time do you sleep? Are there any special requirements? How long is the nap time? It is suggested to stick to the habit of giving children a nap at home on rest days, and try to be consistent with the nap time in kindergarten. It is not a one-off event for children to maintain a regular life and develop good habits of work and rest, but a process. Educators need to wait patiently for children's changes, and also need helpful guidance to explore, practice and accumulate experience by constantly applying the principles and methods of psychology and pedagogy, thus effectively promoting the formation of good habits.
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