The "class" mentioned here refers to the collective teaching activities in kindergartens.
Today, we advocate a real, natural and simple classroom. How can a class in kindergarten be good? What kind of class can be called a good class? I want to talk to you about this today.
At present, judging from the overall situation of teaching in our surrounding areas, to have a good class, we may have to do the following:
First, less "stacking" and more "radiation".
This is mainly for the design of the class. Good design is the premise of a good class.
"Radial" class means that a class revolves around a point, and all links are set to serve this key point.
For example, the provincial first prize class "Race against Time"
Teaching point: experience the length of time and find that the value of time is related to your own efforts.
Link 1: What did you do between 7 am and 8 am? (Wash your face, brush your teeth, go to kindergarten, exercise ..., feel the connection between time and doing things, and pave the way for the following activities)
Link 2: insert snowflakes in one minute. First, unconsciously insert-at this time, children themselves are in a natural state and have not put their own efforts into it; Then compare who inserted more and less, and consciously speed up the insertion of snowflakes. This time, I have my own efforts and inserted more, but the time is still one minute. (Let children experience the relationship between the value of time and their own efforts through the comparison of inserting snowflakes twice before and after)
Link 3: Create an activity scene: one minute to throw the ball, one minute to throw the sandbag, and one minute to put the hula hoop from the foot cover to the head, and record it. (Experience: You can do a lot in one minute if you hurry.)
Link 4: Discussion: How should we seize the time at ordinary times?
This activity focuses on teaching, and the teaching process is designed naturally and smoothly, interlocking and natural.
"Stacked" class means that there are too many contents in a class, and some related contents are all patched together, with more emphasis and larger capacity.
For example: Vegetables in the middle class
The first link: group names and rules.
The second link: knowing vegetables (10 or so), most of them are introduced by guessing riddles and then watching pictures.
The third link: the game "find vegetables", press the vegetables in the picture to find the real vegetables, and then put them on the picture accordingly.
The fourth link: vegetable classification, which ranks the found vegetables into melons, vegetables, beans, radishes and so on.
The fifth link: How can vegetables be eaten? Introduce the nutrition of vegetables.
(For a long time, each link can be organized as an independent teaching point, and can be carried out in the form of theme activities, so that each point can be deeply understood and learned: all kinds of vegetables, vegetable classification, delicious vegetables)
Not long ago, I also saw a similar lesson:
The first link: the name of the leaves (banana leaves, ginkgo leaves ...)
The second link: perceive the difference of leaves (shape, size, color, smell, etc.)
The third link: game leaves to find friends (find the same characteristics to classify)
The fourth link: the role of leaves (as medicine ...)
The fifth link: leaf stickers.
Among them, almost every link can be used as a complete teaching point to organize teaching. The large capacity and unnecessary stacking make children tired of thinking, and children can't concentrate on listening for too long. Teachers' good starting point may not receive good teaching results.
Second, think less about "how to teach" and more about "how to learn".
If teachers always think about "how to teach" in class, they will only think about teaching plans and catch up with the links, but ignore a dynamic performance of children's learning in the classroom. Teachers who always think about "how to teach" are unwilling to "rock the boat" and even get annoyed that children are not in tune with themselves and do not cooperate.
For example, the new teacher's music "I'm so glad to know you" in the classroom.
The designed teaching process is: say hello and practice your voice-listen to the recorded songs completely-the teacher will demonstrate the singing-read the lyrics according to the rhythm of the music-teach the singing sentence by sentence-complete the singing-introduce the new singing method (lead singer)-compose your own movements and sing in a circle.
When the teacher teaches singing sentence by sentence, several children can't help but stand up and do actions while singing (this song is very expressive and easy to sing and do actions). At this time, the teacher also saw it, and she let the children sit down, because the action performance she designed was in the last link, and the children sat down and continued to learn sentence by sentence, according to the original plan ...
Example 2: Small class "Lovely Rabbit"
Thinking about several phenomena:
About 20 people attend classes, and only one rabbit is provided for observation;
Feed the rabbit: the teacher gives everyone a green vegetable or a carrot, and each child takes something to feed the rabbit, so that the child can observe what the rabbit likes to eat;
Child seat: sitting on a cushion in the middle of the classroom, the area is very small, and the children are very crowded. Stand up when answering questions, and get up again every time.
Analysis: Teachers think more about "how to teach" and how to proceed step by step in this teaching process. If she thinks more about children's learning, she will think of:
1, insufficient materials will cause disorder, and many children can't observe it nearby, so they can only push it around.
2. It is unscientific to feed so many things to a small rabbit, and the result is distorted (can you eat it).
3. It takes a lot of effort for children to get up to answer questions, observe rabbits and feed rabbits, and the artificial squeezing makes children's attention shift, which is not conducive to the formation of good learning routines.
Pay attention to "how to teach" and ignore the characteristics of "how to learn" course: the links are clear, but they are stiff and mechanical.
Third, more truth and less show.
Before each class, we have to make some preparations, including material preparation, knowledge and experience preparation, etc., but this preparation should not be excessive. A few years ago, there was a strong gust of wind: the content of the open class or competition class was known to the children in advance, and some even practiced it very skillfully, and it became a rehearsed performance when the class was formal.
Recently, I went to a class in a township and found that there is still such a phenomenon. When trying to teach, I used the children in my own class. At that time, I asked the teacher, "Do you use the children in your own class for formal classes?" She replied, "Yes". I asked again, "Then why didn't you use children from other classes when you tried teaching?" She said: "I'm not familiar with it, I'm afraid I can't control it." I wonder: is it important to use children to cheat and act if they can't control their children, and there are shortcomings or out of control in the classroom? Because in my opinion, the problem of false classroom cheating is very serious, although I can understand the feelings of these teachers, afraid of failing, I have had similar thoughts myself.
For example:
In the lesson "Leaves", the teacher asked: What leaves do you know? ..... Children say many things one after another, many of which I don't know. When the teacher asked: What are the functions of leaves? Children: Pipa leaves can be used as medicine, and ginkgo garden can …
After class, I learned that this class has been tried for three times. The teacher didn't realize that it was unwise to do so. He told me openly that every time he tried to teach, he was a child of his class. Not to mention other preparatory work. (I only analyze this phenomenon here, not the teacher. In fact, the teacher also wants to do a good job before he behaves like this.) At that time, I said to the teacher, "In fact, it is not normal for children to say the names and functions of so many leaves." In order to make up for the abnormal situation of children's omniscience, I designed a questionnaire for the teacher to send to children to take home, so that children and their parents can check the information about the role of leaves together. If the role of leaves can be told after investigation, it is normal. Of course, this is the worst policy, and the order is reversed.
There is also a music class, when the music rings, children can shake out the rhythm neatly with their musical instruments ...
False classroom has a characteristic: children are very familiar with activities and cooperate with teachers, and the process goes smoothly, but children can't see vividness, excitement, curiosity and devotion in their eyes, because they have no challenges, and only moderate challenges will have real interest and pleasure. Now they are just like workers who are familiar with the workflow, mechanically repeating a skilled task.
The real classroom is the most beautiful! We should remember one thing: we are not showing the class to others, not pleasing anyone, but taking the children to interpret a development story, which is for ourselves and our children.
The real classroom is inevitable. Children are living people. No matter how thoughtful you think, there may be unexpected situations on the scene. This is the normal phenomenon. (I once encountered this situation: there was a child in a math class in a small class ... After that, everyone discussed the child's situation, and I didn't think it was a failure. On the contrary, I had more strategies when I encountered such a situation in the future.) There is nothing wrong with having a smooth class, sometimes it is a big problem, especially for young teachers. There will be reflection only if there are shortcomings, and there will be growth only if there is reflection. Defects reflect a unique value.
Fourth, less gorgeous and more plain.
Teachers recall, how many classes you went out to listen to and watch were simple, practical and normal? Many classrooms are covered with gorgeous coats, and the traces of deliberate packaging are exposed under these gorgeous coats.
Some classes are lively and prosperous, such as scene performance, courseware, hands-on production, games and videos, and all means are used, and they are fully armed.
Although we don't deny that these means have their unique functions, we should think about how to use them skillfully and timely. It is not enough to have superficial prosperity and gorgeous appearance in class. What we should pay more attention to is the level of process and the reality of function, which really promotes the development of children.
Example: Crossing the River, a lesson with the first prize at the provincial level.
The three links of jumping into the river are designed as follows:
The first time you jumped into the river freely (the rope was wide or narrow) Q: How did you jump over it?
The second activity: it rained, and the river widened, which made it more difficult. Use the method to jump over it.
The third time: there is a fish in the river (the teacher is sitting in the river to make a fish). There are pests (ocean balls) in the opposite field. The little frogs jump over the river in turn to catch the pests, jump back from the fish and put the pests in the designated basket.
Relaxation link: the little frog swims in the river, makes waves with ropes and so on.
End: All the frogs carried the rope together and went home happily.
You can attend a class like this after listening and watching it. The material preparation is simple, and the process is progressive and clear.
To tell the truth, we usually don't have much time and energy to make and prepare too many teaching tools, and sometimes it is not necessary. We should consider local materials and multi-purpose of one thing, but we should also avoid going into the misunderstanding: the less things, the better. That's not right either. The key is that the materials are less, the link design is clever, and the development of children is better. Of course, scientific exploration activities should provide enough exploration materials for young children.
5. Less control and more autonomy.
By control, I mean the restrictions that are not conducive to children's development under authority.
Common controls are as follows:
1, example control.
A year ago, I listened to a new teacher in an art class. It was the painting "Ship" in the middle class. She prepared a model painting and asked the children to observe the model painting while asking: How many parts does a big ship consist of? (Hull, cabin) What shape is the hull and cabin? What else is on board? (Red flags, chimneys, windows) As a result, the painted boats are all exactly the same, as if this is the only boat in the world. In fact, children have some experience. They go out or see many kinds of boats and boats on pictures and TV, but the teacher has no inspiration and no chance to show them. A while ago, I listened to a teacher who had just arrived in our kindergarten's art interest class, which was painting in the middle class. The content is to draw flowers with shades of the same color, and she only showed a model painting, demonstrating how to choose colors and how to draw flowers. As a result, it is conceivable that there is only one kind of flower in the world, with five petals, a stem and oval leaves, all of which are red. When communicating after class, I pointed out: You can only demonstrate one painting method, but you should prepare more model paintings to expand children's thinking, and you can also encourage children to try to match with other colors. Let them know that flowers are varied and colorful.
2. Language control.
We often hear "You are wrong again", "You are wrong again" and "You can't ……" in class. Once I went to an art class of another new teacher's interest class, she stopped and said, "Sit up straight", and then picked up the tambourine to let the children clap their hands with her to organize discipline. Because she just graduated from college, the organization language is not very vivid and vivid, and children don't want to listen to it. So she can only take this way to maintain order.
3. Other controls:
The lesson "Vegetables" dragged on for a long time, and the children obviously couldn't sit still. Then the teacher took the picture of vegetables and said, "Vegetables, please sit down" and said, "Vegetables don't like you". On the surface, it seems to be a situational maintenance of order, but it is indeed a disguised authoritative repressive control, and there are many similar ones.
Such control is an invisible rope that binds young children and is not advocated.
This reminds me of a fable: one day, the farmer led the donkey to the edge of the cliff. The farmer was afraid that the donkey would fall, so he pulled it closer with a rope. The donkey refused, and the more he pulled it, the more he struggled, and finally fell into the deep valley.
Give us a revelation: why do you want to bring the donkey with a rope? Why not call the donkey with a handful of grass?
Sometimes for the sake of good intentions, compulsory measures are often taken, but the effect is not optimistic.
I hope that in the future activities, we can all have "grass to attract donkeys" to attract children's active participation in the activities themselves.
Let children form autonomous learning strategies can try the following:
1, provide a suitable environment for children to learn to choose independently.
Why do children like regional activities in the classroom so much? Because he chose which area to enter according to his own interests; After entering the area, you can explore independently with the materials provided by teachers; In the same area, you can also communicate with other children independently. We should always create such an environment in collective teaching.
2. Provide sufficient opportunities for children to learn to explore independently.
In the classroom, we should provide sufficient opportunities, give children moderate challenges, let them explore independently, and children will enjoy it. We should pay attention to children's thinking track and understand and analyze their learning methods. Not science classes can do this, and so can other classes. When I sorted out the photos of doing middle school classes, I found that the children in each photo were laughing and doing their work happily. This discovery made me feel that a lot of busyness was worthwhile.
3, create the necessary conditions for children to learn to express themselves. There are many forms of expression: painting, action, language, etc. I won't say much here.
6. Less "takenism" and more "for our own use".
Some textbooks, some ready-made lesson plans, teaching materials, etc. are just carriers, which are our reference texts. They provide us with some text materials with some directions, some ideas and some contents, whether in mountainous areas, Taiwan Province or rural cities. It always provides only one copy. Obviously, the situation of children in these areas is different. So we can only refer to it and make appropriate adjustments on the basis of reference.
For example, if you are given a piece of material, you can use it to make clothes. No matter how big or small it is, there must be many people, but if you cut this piece of material reasonably and tailor the clothes, it will be suitable for everyone. The textbook is this material.
It is the key to absorb the essence and grasp some clever things for our use, and we can't rigidly imitate its form.
Seven, less imitation, more personality.
Zhu Jingyi, a famous Zhejiang teacher, can perform a wonderful lesson with only a box of crayons and a blank sheet of paper. (example)
This is her characteristic. But not everyone can learn it, because art painting is not your specialty, and what is more important is that random educational wisdom is a long-term accumulation.
Each of us is a unique self, so we should be good at analyzing ourselves: what is my strength? What's my specialty? Am I good at creating situations or following the guidance of language? Then carry out targeted study and exercise, and gradually form their own teaching characteristics and teaching personality. Therefore, imitation is not a shortcut to one's own professional growth, but reference+reflection is a smart move.