(A) the problem diagnosis
With the growth of age and the improvement of ability, children in middle and large classes have new problems in the dining process:
First, the humiliating habit of eating quietly, chewing slowly and cleaning up after meals has not yet formed.
Children in middle and large classes often have such a scene when eating: eating quickly and hoping to finish it first; Tidy up after meals, some children wash their hands when their hands are wet, and some even rush to participate in regional activities without gargling; Some children talk a lot, and they talk endlessly while eating. The reason is that children in this age group have greatly improved their eating ability, and their intentional behavior has begun to develop, so they don't want to lag behind others in everything. Although they know that good eating habits are good for their health, their interest is more concentrated in regional activities, and their self-control ability and awareness of cleaning up the environment after meals are relatively poor.
2. Some dining skills are lacking.
"Teacher, grandma won't let me eat fish by myself." When eating fish, there are many children waiting for the teacher to take out the fishbone; Other children picked up the fish and didn't know how to eat it. Finally, there were still many fish, and they threw them away. When eating, some children use chopsticks to pick up dishes several times; Some children wrap noodles around the top of chopsticks and eat noodles like Sugar-Coated Berry; Others put their mouths close to the bowl and eat noodles with chopsticks. One of the reasons for these problems is that the small muscles in children's hands are moving.
Low working level and poor hand-eye coordination; Second, parents and teachers are too worried about the safety of young children, such as worrying that fishbone will get stuck in their throat and that using chopsticks will hurt their eyes. Third, some parents lack patience and arrange for their children in this way, which leads to the lack of opportunities for children to practice and the lack of proper development of dining skills.
3. The understanding of food nutrition collocation is biased.
"Teacher, my mother says meat is nutritious, and I want to eat more meat." Some children think that protein foods are nutritious and should be eaten more. Vegetables, pasta and so on. There is no nutrition, so you can eat less or not. Other children think the more they eat, the better. Eating more can make them healthy and smart. Through our investigation, it is found that the reason is that parents and teachers lack common sense of dietary nutrition, and the education and guidance for young children are simple and superficial, and there are many sermons.
(2) Question response
Faced with the problems existing in the process of children's dining in middle and large classes, teachers should give full play to children's autonomy and initiative to meet their needs of autonomy, independence and communication. Through regular guidance, independent choice, practical operation and other strategies, guide children to understand that balanced nutrition is good for health, and overeating is not good for health. You can also know how to organize the after-dinner environment actively and orderly, so as to have a civilized meal, and constantly improve your child's skills and habits in the dining activities.
1. Customize rules to strengthen consolidation.
Children in middle and large classes have initially established a sense of rules, and they have the ability to express their ideas and put them into action. Therefore, teachers can concentrate everyone's opinions through self-negotiation and discussion. And in turn, it is used for children's self-discipline to promote the development of children's civilized eating habits.
I will make an appointment for activity one.
moving target
1. independently formulate a civilized dining convention.
2. Know that the convention is for everyone to abide by, and stimulate the consciousness of consciously observing the convention.
Activities to be prepared
Paper, pen, tape.
Guidance suggestion
1. Guide children to discuss what is civilized dining behavior and what is uncivilized dining behavior. The teacher recorded the discussion with the children. Children can use icons to record. For example, a child draws an erect index finger on his mouth to show that he doesn't laugh or make trouble and eats quietly. Two thin lines and a bean indicate careful chewing. Two glasses of full water and a cigarette mean swallowing slowly. )
2. Teachers and children organize civilized dining behavior together, which can include three aspects: eating, finishing after eating, and washing hands after eating.
3. Organize children to take a name for the content of civilized dining. "We have a civilized dining behavior that everyone should abide by. Let's give him a nice name! " Let the children know that the agreement that everyone makes and abides by is the convention, and the civilized convention is for everyone to abide by.
4. Guide children to find a home for the conference. "Where the convention is posted is easy to see and can give full play to the role of the convention." According to the results of children's discussion, post the convention in the appropriate place to remind children to do it according to the convention. For example, the convention during eating can be posted in a conspicuous place in the restaurant, the convention after finishing can be posted in the place where tableware is placed, and those who wash their hands after eating can be posted in the bathroom.