As a new teacher, classroom teaching is one of the most important tasks. We can learn many teaching skills through teaching reflection. So what does excellent teaching reflection look like? Below are the reflections on language teaching in kindergartens that I compiled (selected 9 articles). You are welcome to share them. Reflection on Language Teaching in Kindergarten Part 1

Judging from the entire activity, children are still very interested in food. The activities are carried out in a relaxed and pleasant atmosphere, without the preaching in daily social activities, so that children become the main body and their initiative is enhanced. In the activities, various forms can be used, such as teachers and children collecting food information and various kinds of food before the activity, arranging a food festival, tasting, communicating, watching videos and listening to stories during the activities, so that the children can fully use Various senses to mobilize the love of traditional cuisine and understanding of Chinese food culture. As a result, the children's love for the motherland has been improved to a certain extent. The entire activity focuses on the accumulation of emotions and knowledge, and the links are progressive, supporting the effective implementation of teaching objectives.

China’s food culture is extensive and profound. It is not only the origin of some food names, but also more content in it. How can children learn more? In addition to the teacher’s explanation, what other forms can be used? To present it is a question I have been thinking about. To understand the motherland, you must first understand your hometown. Should we conduct a Shanxi food activity before, so that children can understand the food in their hometown first, so that they will not make mistakes in the fourth link? situation. Reflection on Language Teaching in Kindergarten Part 2

The entire classroom atmosphere in this class was active, and the children had a strong desire to perform in front of the group and responded enthusiastically. The children showed great interest in the 8 emoticon doll cards. When the teacher first showed the expression of one emoticon doll to the children, according to the guidance of the textbook, it said "angry", but the children all said it was "sad" ", and if I had not followed the guidance of the textbook, I would have thought that the expression of the doll card was "sad", so with the unanimous consent of the children, we all concluded that the expression of the doll card was "sad".

In the second link - sharing and communication, the teacher shows different expression dolls one by one, and uses the method of raising hands to answer, asking children to tell when they have such expressions and share their different moods. Stories; most of the children actively raised their hands to answer, and enthusiastically expressed their different emotional stories in front of the group. For example: with the expression "sad", child Wu Zi said: "My grandma died, I am very sad." Michael Coco said: "My beloved toy is gone, I am very sad." In this link, It can be seen that the children's language expression ability has improved greatly than before, and most children have a strong desire to express themselves in front of the group. It can be seen that the children like the content of this class.

In the third link - taking seats, I adopted the form of taking turns to answer questions. Each time a picture was shown, I took turns with 4 children to match the expression dolls for the children in the picture, and said Give the reasons for your own judgment. Some children who do not answer actively must answer the teacher's request. Under the rigid requirement, although some children still have to think about it after standing up, the children can all add emoticon dolls to the pictures and give reasons. The children who are a little more courageous have been exercised by this, and I have also Give your children timely encouragement and praise. At the same time, after the four children are matched with the expression dolls, if any other children have different ideas, they can raise their hands to answer. In this way, children with different ideas have time and space to express themselves. Others Children also see and feel other people's positive emotions and different thoughts.

Because there are many pictures, the children are more interested in the content of this class, and one class lasts a long time - 45 minutes. Some children are too expressive and rush to answer when it is not their turn or the teacher does not ask them to answer. Therefore, although the classroom atmosphere is active, I still feel that the children's self-control ability is not enough. After this class, it made me think about how to let children have better self-control ability in the classroom. This is the direction I will work hard in the future. From this, I also saw that polite education for young children-quietness and careful listening should also be strengthened in the future.

Reflection on Language Teaching in Kindergarten Part 3

The sentences of the poem are gentle and harmonious, making people feel a beautiful artistic conception.

Through this activity and Teacher Wang’s class evaluation, I felt a lot. As a teacher, there is really too much to learn and a lot to reflect on...

1. Target positioning is difficult, and children can basically master it

Regarding the three goals, the first goal is difficult, but in terms of children’s mastery, it is not bad, but in the whole teaching process In teaching, too much emphasis is placed on grasping the target, which seems a bit rigid and not flexible enough. The second goal is to feel the beautiful artistic conception of nature at night, but it cannot be reflected in the activity. The moon is an elf in the night sky, embodying a pure and peaceful beauty, but such an atmosphere was not created during the activity. This is a bit lacking. You can play some light music about the night at the beginning of the activity to make the children feel like they are in the night sky.

2. The main content is single board, and children have little interest.

The entire activity is in order of total score, which is relatively old-fashioned and lacks new ideas. The introduction part is too anxious to go to the next link, so the children think less and the children's subjectivity is not reflected enough. You can ask the children to talk about where they saw the moon and what the moon looked like. . Perhaps because I have not been teaching for a long time, I am afraid that I will not be able to take back the problem after throwing it out. I still have to gain experience in more future activities to solve this problem.

When asking children to appreciate the poem for the first time, I can ask a wider range of questions. Don’t limit the questions to the poem. I can give full play to the children’s initiative, use their imagination, and let them If they think about what they heard, their thinking will definitely be broader.

During the activity, every answer of the children should be affirmed, and the children’s ideas should not be denied. After the activity, I discovered that I had overemphasized the title of the poem "The Moon" and had been It is also a big taboo to deny the child's suggestion that "the moon and I are good".

3. The extension link is rushed and the theme is not sublimated

Ending the activity too hastily ignores the exciting sublimation part of the theme. You can let the children talk at the end. Find good friends for the moon, and highlight the emotions of the night, quietness and purity during activities. It seems a bit unrealistic to suddenly send young children out to find friends for the moon. Maybe my teaching methods are relatively immature, and I am not able to let go of myself in front of children. I am a bit reserved, and my emotional expression is not very good. I cannot attract children with my emotions and sounds. This is something I need to continue to develop in the future. direction.

Regarding this activity, the opinions and comments given by Teacher Wang are also the motivation for me to continue to move forward in the future. I believe that in such a harmonious environment, I will continue to work hard and continue to learn from mature teachers and Experienced teachers use good teaching methods and means to improve themselves and strive to contribute to the sustainable development of the eighth kindergarten.

Also, in the activities, my goals were not achieved enough, and I did not have the artistic conception of poetry; there were many traces of teacher’s teaching, and the children did not understand enough; the teacher did not pay enough attention to the details of the children’s expressions, " It was "floating" and "sheng" and was not corrected in time.

Reflection on Kindergarten Language Teaching 4

Lesson Plan Objectives: 1. Boldly participate in listening, speaking, and guessing activities, and be willing to express your own whimsical thoughts in language

2. Through the different attitudes and behaviors of the three characters to realize the Feitian ideal, understand the truth that persistence will lead to success

Lesson plan preparation: pictures

Lesson plan process: 1. Introducing the topic

1. Do you like birds? Why do you like it?

2. Have you ever thought about flying in the sky like a bird?

2. Flying is difficult, give up if you fail

1. Small animals are also trying to find ways to fly into the sky. Please guess how they encounter difficulties? Let's listen together, how do small animals find ways to fly into the sky (Teacher tells)

2. How do puppies and kittens do it in the first place? What happened?

3. Did the puppy think of a solution next? How is it? Was it successful? After this failure, did the puppy try to think of a solution again?

4. Does the kitten have the courage to try? What action did she take?

3. Don’t be afraid of difficulties, persistence will lead to success

1. Next, let’s guess what the little frog did?

2. Let’s hear how the little frog tried? (The second half of the teacher’s narration)

3. When the little frog planned to build a plane, how did other small animals treat him? What did the frog say?

4. After a long time, the frog was nailing and hammering in the garden. What did the animals say about him?

5. Did the frog succeed? What were the little animals like and what did they say?

6. Which of these three little animals do you admire most? Tell us your reasons.

IV. Editor

1. What would you do if you were a puppy or a kitten?

2. Re-edit one (incorporate the children’s thoughts) Reflection on Kindergarten Language Teaching 5

"Everyone Comes to Kindergarten" is a catchy song with a brisk rhythm. The content of the children's songs is easy to understand. It uses anthropomorphic techniques to show the scene of small animals happily going to kindergarten. It uses pictures to help children better understand the content of the children's songs and let them know that going to kindergarten is a day. A happy thing to guide children to actively integrate into the group.

It has been three weeks since the small class children came to the kindergarten. The classroom organization has been relatively smooth. During the activity, I showed pictures of animals, which immediately attracted the attention of the children. The children were curious about the animals. When the children came to kindergarten, they learned the short sentence "...come to kindergarten". I took them to say it several times to help them become familiar with the short sentence. Then I asked the children to guess what would happen to these animals when they came to kindergarten. Children can make guesses based on their own experiences. Some said they were playing games in kindergarten, some said singing in kindergarten, and some said they were playing with toys with children, etc. At this time, I showed the following pictures and expressed them emotionally. Recite children's songs and ask questions about what they heard, but due to the age characteristics of small class children, they cannot say it completely. I give timely guidance to the children when they speak, and try to let the children speak completely, and finally add actions while speaking. Children are also very interested in performing children's songs and can follow the teacher's steps. Through animals coming to kindergarten, "I" will also come to kindergarten, transferring emotions, allowing children to feel the fun of going to kindergarten, and thus like going to kindergarten.

This activity aims to make children enjoy reciting children's songs, and at the same time, it also cultivates children's love for kindergarten through children's songs. However, there are still some shortcomings in the activity. 1. The children do not understand the meaning of following the reading, and the recitation is not very neat; 2. Some children are not focused enough; 3. The explanation of the children's songs is not detailed enough, and some places are not well connected.

In response to the above points, I think the following points should be achieved: 1. Because the age characteristics of small class children determine that teachers should be simpler and easier to understand when speaking, and they should explain some things they do not understand. Repeat it several times; 2. Interact more with children during classroom teaching and encourage children to speak more and move more. Reflection on Kindergarten Language Teaching 6

The children's song "Big Balloon" is a language activity class for small classes. The original design of this class is that children should learn the children's song "Big Balloon" before class. Make games based on children's songs. I slightly changed the activity process, learning children's songs first, then reciting them while doing games, and finally, everyone played with real balloons.

I first told a story I made up: the big balloon. Of course, the story is the main content of the poem. Then guide the children to recite the poem content. After reciting it three times, I soon found that some children were a little uninterested and their little heads began to spin around. So, I launched a game activity: big balloon. In order to allow the children to accurately point out "you" and "I", I used exaggerated body movements to guide the children to point their fingers to the opposite child and themselves respectively. I also compiled body performance movements for other content, which the children were very interested in. Soon, everyone imitated the recitation and played games, smiling happily. Especially the last hug, everyone's expressions were extremely sweet.

After playing the game twice, the children were still very interested. So I wanted to let them go and let them find friends to hold hands in pairs and play games. However, after I sent the message that I was looking for friends, many children still stood there and looked for friends nearby, and many of them held hands with the original children next to them. It seems that most children in small classes still don’t know the scope of free choice, and generally choose the principle of proximity.

Finally, I showed the real balloons, and many children cheered when they saw it. Everyone holds one and tries to recite children's songs while playing. The atmosphere is lively and relaxed.

To summarize the success of this activity: exaggerated body movements guide children to understand the distinction between personal pronouns, help children deepen their understanding and mastery of poetic sentences, and mobilize children's enthusiasm for learning. In addition, free pairs of hands to play games add to the relaxed and free atmosphere of the activity. In addition, playing with real balloons set off a climax of the activity. I think that children in small classes prefer and are more suitable for game-based teaching activities. Therefore, we can use body movements or some small toys to organize games with them to help them better understand and master the teaching content, and guide them to better understand and master the teaching content. Get to know your peers and encourage them to play better cooperative games. Reflection on Language Teaching in Kindergarten Chapter 7

It is proposed in the field: "The key to developing children's language is to create an environment where they can want to say, dare to speak, like to speak, have the opportunity to speak, and receive positive responses" and It is necessary to "encourage children to express their thoughts and feelings boldly and clearly, and to develop children's language expression ability and thinking ability." Children in Class 4 have good language development and can basically express their thoughts in relatively complete language. The story is more interesting. They can use their ideas to make guesses based on the plot of the story.

In this activity, I used a combination of setting suspense and independent reading. It builds a platform for children to say what they want and dare to say, so that children can understand the content of the story while guessing and telling. And then promote the improvement of children's language expression ability.

First of all, I set up the suspense "The four little rabbits look exactly the same. The rabbit's father and mother can't tell who is the boss, the second, the third and the fourth. Children, please help the rabbits and their parents think of one." Are the methods divided into eldest, second, third and fourth? Let the children talk to each other about their own methods, mobilize the children's thinking, and ask the children to express their ideas boldly in front of the group, creating a platform for the children to say what they want to say. There are many ways to attract children to actively participate in activities, such as dressing them in different colors, marking them, etc. Then, I use the segmented method to read the questions. Tell, combine with pictures, discuss the development of the story, and use the method of observing first and then asking questions to help children understand the story.

In the discussion, children were allowed to participate in a timely manner. The children looked at the pictures presented one by one and carefully listened, observed, and understood the interesting storyline. I took the children through the world of color, observed the pictures, and guessed about Father Rabbit, Mother Rabbit's method. When the careless mother rabbit made the clothes of the four little rabbits colorful, the children were happy for the little rabbits to wear colorful clothes!

There will be some detailed issues in practice for every activity, especially the interaction between teachers and children, the teacher’s response in the classroom, and the participation of children. Children's participation in this activity was very high, but there was some lack of interaction. Reflection on Language Teaching in Kindergarten Part 8

Our class’s special class is picture book reading, so the children especially like to listen to stories. Whenever I tell stories in the language class, the children can't wait to sit in their seats and wait for me to tell the story. Since there are many small animals in the story "Simba the Brave Lion King", I thought about letting children play the roles of these small animals. Use the mode of sitcom to interpret this wonderful story.

I will first explain the story in sections so that children can have a general understanding of the story. Then, I assigned the roles of small animals in the story and asked children with rich body movements to perform demonstrations first (Xiao Yao - the lion king, Sun Meiqi - Xiaolu Binbo, Zhao Qianghong - little monkey, etc.).

After the roles are assigned, I will read the story and ask these young actors to make corresponding movements and expressions according to the content of the story. I originally thought that the children needed me to guide them step by step, but what surprised me was that the children were not only able to perform corresponding actions for most of the storyline, but they could also add a few lines of dialogue from time to time. The disadvantage was that they did not have enough expressions. Rich. Other "little viewers" sitting in the seats also watched with gusto and showed strong interest in such language classes. After the performance, I asked the children questions based on the content of the story to see if the children could understand the story better and more deeply. Practice has proved that through the form of sitcom, the story can be expressed more vividly. It is more acceptable and understandable to children than the boring language I used to tell stories in the past, and it is also more popular with children.

I originally thought that such innovation in classroom teaching would encounter many problems, but the children’s pleasant classroom atmosphere gave me courage and encouragement. After this class, I also saw that there are many immature places and some problems derived from the new teaching model.

1. During the performance of the sitcom, the teacher plays a leading role, that is, what the teacher says and what the children do, causing the children to lose valuable creativity and imagination.

2. Immature aspects: After I tell the story once, I ask the children to perform a sitcom. It is a bold attempt and innovation for the children and me, so we are both in an exploratory stage. The technical and technical issues that arise during some performances are also very prominent. For example: When Xiaoyao was performing The Lion King, there was a plot where he stepped on a trap set by monkeys in the grass - a beast trap. At this time, Xiaoyao just squatted on the ground, without rich expressions or language. It only uses simple body movements and lacks the skills in performance.

3. When carrying out melodrama-style language teaching activities, the early preparations and input of materials are not sufficient. Some small environmental decorations, animal headdresses, background music, etc. can be added.

The whole activity is not refined enough and is a bit rough. Next, I will also conduct in-depth research in my spare time on how to make the sitcom-style language teaching activities more mature and attractive. How to improve young children's skills and skills in performance and so on. Reflection on Language Teaching in Kindergarten Part 9

The story "I Want to Be Happy" tells the story of two baby bears who want to know what happiness is, so they are constantly searching for and feeling happiness. The story has concise language, clear pictures, interesting content, and positive emotions. It can effectively stimulate children's interest and expand their thinking. It is suitable for middle-class children to read.

In the picture 2 shown, many children raised their little hands high, and we saw their wishes to express actively.

Some children said: "I saw a lot of fruits." Some children said: "I saw a little bear eating apples with its mouth open." Some children found a little bear sticking out its tongue and licking honey. It was discovered that there was honey in the jar, and the honey was poured out. Some children said: "They are laughing and eating so happily." This gave us the message: "Eating is a happy thing." "What kind of happiness will they find?" The children couldn't wait to say, look at the next picture, look at the next picture.

In this language activity, when initially understanding the content of the story, I used a combination of collective reading and independent reading to provide children with independent reading and imagination space. On the basis of independent reading, through asking questions, sharing reading content, and interacting with characters, you can further understand the content of the story and experience the themes contained in the story. Independent reading is actually a kind of cultivation of reading methods and good reading habits.

I also organized the children to have a dialogue theory. In this story, each picture has a short text, plus the baby bear meets several small animals while looking for happiness. Therefore, in order to make it easier for children to learn, remember and perform roles, I summarized the happiness I found every time with the same sentence structure; "I will..., I am as happy as..." In this way, the same Form, after the children are familiar with the previous sentences, they will summarize the following content by themselves.

When I initially understood the content of the story, I also talked about it, learned it, and did it, so that the children could imitate the baby bears to personally feel the joy brought by sports and learn more deeply. Understand the theme of the story. The atmosphere at the scene suddenly became active, and the enthusiasm of the children was fully mobilized. The use of role imitation and the combination of movement and stillness also add to the fun of the activity.

There are also some shortcomings in the activity: the arrangement of the intermediate links can be more compact. In the process of independent reading and deepening understanding, I help children understand the content of the story in various forms, such as: independent reading, theoretical dialogues, and role performances. In this search for happiness, Baby Bear met three more small animals, so I may have arranged more content. In this way, step by step, the links are very clear, and children learn more interestingly and faster, but the time seems to be a bit long, so the links can be more compact during the activities, which may be better.