After each teaching session, the teacher will reflect on the teaching process to discover deficiencies and make corrections. Below, I will share with you the teaching reflections on regional activities for large classes (selected 7 articles). Welcome to learn from them!

Reflection on teaching of regional activities for large classes 1 Regional activities are a good way to achieve the educational development goals of children in large classes. According to the age characteristics of the children in this class, we have opened four activity areas for the children: a food street, a puzzle area, a reading area, and a handicraft area.

Let children play freely to promote the development of children's various abilities.

When conducting regional activities, I found through careful observation that no one came to play the "Find the Difference" game in the puzzle area. This kind of game material is newly released. The materials for the "Find the Difference" game are also rich, and the pictures are brightly colored. The children

We should like it, but why can't it attract children?

By carefully observing the children's behavior, analyzing their psychological characteristics, and thinking about the material environment in this area, I summarized the following reasons: 1. The materials lack interest. The purpose of the "Spot the Difference" game is to cultivate children's observation.

Ability, patience, seriousness, and good habits of doing one thing attentively.

But many children come to take a look, look over, and then leave. No one is interested.

2. Children lack a sense of success during activities. Children in other activity areas have their works shown to everyone after the activities, and they get a sense of satisfaction and happiness from them. However, in the "Finding Differences" in the educational area, no works are presented.

3. The materials are difficult. Comparing two paintings or two objects to find the differences is a bit difficult for children in large classes, because this kind of activity requires children to be patient, careful, and attentive to complete.

Reflection on the teaching of regional activities in large classes 2: Regional activities create a colorful, multi-functional, multi-level game activity, which has the conditions for free choice.

And it allows every child to have the opportunity to come into contact with an environment that suits his own characteristics and assimilate the outside world in his own unique way.

The biggest feature of corner activities is that it gives children free play space and an independent game atmosphere. It is an activity for children to learn, discover and improve themselves.

At the same time, it is flexible and can meet the development needs of young children, and is an effective form of implementing individualized education.

Therefore, the corner game is a favorite among children.

Whenever children enter the play area, they quickly get into character.

Some of them read books, some played backgammon, and some happily built building blocks and played with sculptures... They often showed me the building blocks they had built, and happily told me that they were building cannons, airplanes, and pagodas...

Seeing the children playing happily one by one makes me very happy.

Because in this environment, children can play as much as they want, release and conceive their fantastic ideas to their heart's content.

Therefore, whenever there is a regional game activity, the children will shout "Long live" and quickly integrate into it, enjoying the happiness brought by the game to their heart's content.

Because here, they are the masters of the corner, and they are accompanied by joy, happiness, excitement and satisfaction.

Cultivate their interest in self-development, which is also our original purpose.

In this process, we can understand children from many aspects and keenly observe the differences between children.

Thus teaching children in accordance with their aptitude and carrying out educational activities more effectively.

But in the district corner activities, we also encountered many problems.

Problem 1: A lot of materials were prepared, but the children ignored them or handled them carelessly.

The reason for this phenomenon may be that the activity itself lacks interest, is monotonous, and the operation of the activity is difficult (or too simple).

We try to make the activities more interesting and adjust the activity materials in a timely manner. In addition to considering the needs of education, the interests and development needs of children can also be ignored. Through discussions with children, we update and enrich the materials so that children can feel that they are

Regional event host.

Of course, the materials for regional activities should also be hierarchical and exploratory, and the placement of materials should take into account the individual differences of children.

Problem 2: We may provide improper guidance, or be eager to provide guidance, allowing children to quietly lose the opportunity to explore independently, causing corner activities to lose their due value.

To solve this kind of phenomenon, we should first establish the concept that children are the main subjects of district activities. Only in the process of independent activities can children fully experience the value of their own existence and achieve better development.

In the corner activities, the entire process of the activity is mainly a process of children's spontaneous generation, free imagination, active creation and bold expression. It is necessary to leave time and space for children to fully explore and question, and to give positive expectations during the activity.

Through teaching and research on kindergarten area activities, we know that so-called corner activities are simply group or individual activities, that is, teachers consciously divide the overall activity scope into community activity spaces according to educational goals, with purpose and plan.

Materials are placed on the ground, and children choose activity content and activity partners according to their own wishes, and actively explore and communicate.