As a newly arrived teacher, classroom teaching is one of the important tasks. With the help of teaching reflection, we can learn a lot of lecture skills. So what is an excellent teaching reflection? The following are my reflections on kindergarten language teaching (9 selected articles), welcome to share. Reflections on kindergarten language teaching 1

From the whole activity, children are still very interested in food. Activities are carried out in a relaxed and pleasant atmosphere, without preaching in usual social activities, so that children become the main body and their initiative is enhanced. In the activities, teachers and children can use various forms, such as collecting food information and different kinds of food before the activities, arranging food festivals, tasting, communicating, watching videos and listening to stories during the activities, so that children can make full use of various senses to mobilize their love for traditional food and their understanding of China's food culture. Thus, the children's love for the motherland has been improved to some extent. The whole activity pays attention to the accumulation of emotion and knowledge, and the links are progressive step by step, which supports the effective implementation of teaching objectives.

China's food culture is profound, not only because of the origin of some food names, but also because there are more contents in it. How to let children know more, and in what form besides the teacher's explanation, is a question I have been thinking about. To understand the motherland, we should first understand our hometown, and whether we should hold a food activity in Shanxi before, so that children can understand the food in their hometown first, so that there will be no mistakes in the fourth link. Reflections on kindergarten language teaching 2

The whole classroom atmosphere in this class is active, and children have a strong desire to express themselves in front of the group and answer them enthusiastically. Children showed great interest in eight expression doll cards, but when the teacher showed the expression of one expression doll to the children at first, according to the guidance of the textbook, it said "angry", but the children all said it was "sad", and if I didn't follow the guidance of the textbook, I also thought the expression of the doll card was "sad", so with the unanimous approval of the children, we concluded that the expression of this doll card was "sad"

In the second link-sharing and communication, teachers show different expression dolls one by one, and ask children to tell when they will have such expressions and share their different emotional stories by raising their hands to answer. Most of the children actively raised their hands to answer, and enthusiastically expressed their different emotional stories in front of the group. For example, the expression "sad", Wu Zi's children said: "My grandmother died, and I am very sad." Michael said, "I'm sorry that my beloved toy is missing." In this link, we can see that children's language expression ability has made great progress than before, and most children have a strong desire to express themselves in front of the group. It can be seen that children love the content of this lesson.

In the third session, I took turns to answer by driving the train. Each time I showed a picture, I took four children to match the children with expression dolls and gave their own reasons for judgment. Individual children who did not actively answer must answer at the request of the teacher. Under the rigid requirements, although some children have to think about it after standing up, all the children can match the pictures with expression dolls and tell the reasons, so the children with a little less courage get exercise, and I also encourage and praise them in time. At the same time, after four children are matched with expression dolls, if any other children have different ideas, they can raise their hands to answer them, so that children with different ideas have time and space to express themselves, and other children can see and feel the positive emotions and different thinking of others.

Because there are many pictures, children are more interested in the content of this lesson, and one lesson takes a long time-45 minutes. Some children are too eager to express themselves, and they will rush to answer when it is not their turn or when the teacher doesn't ask him to answer, so the classroom atmosphere is active and I still feel that the children's self-control ability is not enough. After this class, let me think-how to make children have better self-control ability in class is the direction I will work hard in the future. From this, I also saw that polite education for children-listening quietly and seriously should also be strengthened in the future. Reflections on language teaching in kindergartens Part 3

Poetry is gentle and harmonious, which makes people feel a beautiful artistic conception.

Through this activity and teacher Wang's evaluation, I feel a lot. As a teacher, there is really too much to learn and a lot to reflect on ...

First, it is difficult to locate the goal, and children basically grasp it

For the three goals, the first goal is difficult, but it is not bad for children to master it, but it is too much in the whole teaching process. The second goal is to feel the beautiful artistic conception of nature at night, but it can't be reflected in the activity. The moon is an elf in the night sky, reflecting a pure and quiet beauty, but it doesn't create such an atmosphere in the activity, which is a bit lacking. You can play a little light music about the night at the beginning of the activity, so that children seem to be in the night sky.

Second, the content is the main veneer, and children are not interested.

The whole activity is in the general order of total scores, which is rather old-fashioned and lacks originality. The lead-in part is too anxious to go to the next link, so children think less, and the subjectivity of children is not enough. Let children talk about where they have seen the moon and what the moon is like. Maybe because I haven't been teaching for a long time, I'm afraid I won't get it back after throwing it out, so I still have to gain experience in more activities to solve this problem.

When I ask children to enjoy the poem for the first time, I can ask a wider range of questions. Don't confine the questions to the poem. I can give full play to children's initiative and imagination, and let them think about what they have heard. Their thinking will certainly be broader.

In the activity, we should affirm every answer of the children, not deny their ideas. After the activity, I found out that I overemphasized poetry. The topic is "The Moon" and always denied the "Moon and I are good" put forward by the children, which is also a big taboo.

Third, the extension link is hasty, and the theme is not sublimated

To end the activity too hastily, ignoring the sublimation part of the theme that can be wonderful, you can let the children talk about what good friends you can find for the moon at the end, and you should also highlight the emotion at night, which is quiet and pure. It seems a bit unrealistic to suddenly let children go out to find friends for the moon. Perhaps my educational methods are relatively immature, and I can't let go of myself in front of children. I am a little stiff, and my emotional expression is not in place. I can't attract children with feelings and sounds. This is also the direction I need to continue to develop in the future.

regarding this activity, Mr. Wang's comments and comments are also the motivation for me to move forward in the future. I believe that in such a harmonious environment, I will also continue to work hard, constantly absorb the good teaching methods and means of mature teachers and experienced teachers, improve myself, and strive to contribute to the sustainable development of No.8 kindergarten.

Also, in the activity, I didn't achieve enough goals, and I didn't have the artistic beauty of poetry; There are many traces of teachers' teaching, and children don't understand enough; Teachers have not paid enough attention to the details of children's expressions, and have not corrected them in time. Reflections on language teaching in kindergartens 4

Teaching plan objectives: 1. Boldly participate in activities of listening, talking and guessing, and be willing to express one's whimsy in words

2. Realize the different attitudes and behaviors of flying to the sky through three roles, and understand the truth that persistence will succeed

Teaching plan preparation: pictures

Teaching plan process: 1. Leading out topics

Why do you like it?

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

2. If it is difficult to fly, give up if you fail

1. Small animals are also trying to fly to the sky. Please guess how they encounter difficulties? Let's listen to a story about how small animals try to fly to the sky (the teacher said)

2. How did dogs and kittens do it at first? How did it turn out?

3. Did the puppy think of a way next? What was it like? Did it work? After this failure, did the puppy try to find a way again?

4. Does the kitten have the courage to try? What's her move?

3. Don't be afraid of difficulties, you will succeed only if you persist

1. Next, let's guess how the little frog does it.

2. Let's listen to how the little frog tried. (The teacher tells the second half)

3. How did the other animals treat the little frog when he was going to build a plane? What did the frog say?

4. After a long time, the frog nailed and hammered in the garden. What did the animals say about him?

5. Did the frog succeed? What about small animals? What else did they say?

6. Who do you admire most about these three small animals? Tell me your reasons.

IV. Editing

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

2. Re-edit a reflection on kindergarten language teaching. 5

Come to kindergarten, everyone, is a catchy, fast-paced nursery rhyme. It is easy to understand in content. It shows the scene of small animals going to kindergarten happily in front of children by anthropomorphic methods, using pictures to help children better understand the content of nursery rhymes and let children know that it is a pleasure to go to kindergarten.

It's been three weeks since the children in small classes came to the kindergarten, and the class was organized smoothly. During the activity, I showed pictures of animals, which immediately attracted the children's attention. While they were curious about the animals coming to kindergarten, they learned the short sentence "... come to kindergarten". I took them to say it several times to help them get familiar with the short sentences, and then I asked the children to guess what would happen when these animals came to kindergarten. Children can guess according to their own experience, some say playing games in kindergarten, some say singing in kindergarten, others say children are playing with toys, etc. At this moment, I show some pictures, recite nursery rhymes with emotion, and ask what I have heard, but due to the age characteristics of small-class children, I can't say it completely. I give timely guidance when children say it, try to make them complete, and finally add actions, saying nursery rhymes and performing, and children also. Through the animals' coming to kindergarten, "I" will also come to kindergarten, which will transfer emotions and make children feel the fun of going to kindergarten, so as to like going to kindergarten.

The purpose of this activity is to make children like to recite nursery rhymes, and at the same time, to cultivate children's feelings of liking kindergartens through nursery rhymes. There are still some shortcomings in the activity. 1. Children don't understand the meaning of reading after reading, and they are not very neat when reciting; 2. Some children are not focused enough; 3. The explanation of children's songs is not detailed enough, and some places are not well connected.

In view of the above points, I think we should do the following: 1. Because of the age characteristics of small class children, teachers should speak more simply and easily, and some things they don't understand should be repeated several times; 2. In classroom teaching, we should have more interaction with children and encourage them to talk more and move more. Reflections on kindergarten language teaching 6

The nursery rhyme "Big Balloon" is a language activity class in a small class. The original design of this class is that children should learn the nursery rhyme "Big Balloon" before class, and then play games after learning the nursery rhyme. I changed the activity flow slightly, first learning children's songs, then playing games while reciting, and finally, playing real balloons together.

first, I told my own story: the big balloon. Of course, the story is the main content of poetry. Then guide the children to recite the poem. After reciting it for three times, I soon found that some children were a little uninterested and their little heads began to turn around. So, I launched a game activity: big balloon. In order to make children accurately point out "you" and "me", I used exaggerated body movements to guide children to point their fingers at the opposite children and themselves respectively. I also made up body movements for other contents, which interested the children. Soon, everyone imitated reading and playing games, smiling. Especially the last hug, all the expressions are so sweet.

After playing the game twice, the children's interest is still high. So I want to let them find their own friends to hold hands in pairs and play games. However, after I sent the message that I was going to find friends, many children still stood in the same place and looked for friends nearby, and many of them were holding hands with the original children on the side. 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 balloon, and many children cheered when they saw it. Everyone has one hand, trying to recite children's songs while playing, and the atmosphere is lively and relaxed.

Summarize the success of this activity: exaggerated body movements guide children to clearly distinguish personal pronouns, help children to deepen their understanding and mastery of poetic sentences, and arouse their enthusiasm for learning. Also, playing games hand in hand freely adds a relaxed and free atmosphere to the activities. In addition, playing with real balloons set off the climax of the activity. I think children in small classes prefer and are more suitable for game-based teaching activities, so we can use body movements or some small toys to organize them to play together, help them better understand and master the teaching content, guide them to get familiar with their peers better, and urge them to carry out cooperative games better. Chapter 7

of Reflection on Kindergarten Language Teaching puts forward: "The key to developing children's language is to create an environment where they want to speak, dare to speak and like to speak, and have the opportunity to speak and get a positive response" and "encourage children to express their thoughts and feelings boldly and clearly, and develop their language expression ability and thinking ability." The children in Class 4 of Secondary School have a good language development. They can basically express their ideas in a relatively complete language and are interested in stories. They can play their ideas and guess according to the plot of the story.

in this activity, I adopted a combination of suspense setting and independent reading. Build a platform for children to want to say and dare to say, so that children can understand the story in guessing and telling. Then promote the improvement of children's language expression ability.

First of all, I set a suspense: "The four rabbits look exactly the same, and the rabbit's parents can't tell who is the boss, the second child, the third child and the fourth child. Will the children help the rabbit's parents find a way to tell the boss, the second child, the third child and the fourth child? Let children talk about their own methods, mobilize children's thinking, and ask children to boldly express their ideas in front of the group, creating a platform for children to say. Attract children to take the initiative to participate in activities. Children think of many ways, such as dressing them in different colors, marking them, and so on. Then the children read independently with questions to find answers. Then, I tell the story in sections, and discuss the development of the story with pictures, and make children understand the story by observing first and then asking questions. exist