Daily Observation Records and Analysis of Children in Large Classes (1)
Observation fragment 1: When eating snacks, the teacher brought out a plate of strawberries. The teacher asked the children which one do you want? The children contended that the big one, the small one and the reddest one. The teacher said, ask the children to raise their hands, and then give them the big red strawberries, but give the small strawberries to the children who said they wanted to be big and red. When the children were eating strawberries, the teacher said, "Good children should learn to give good things to others instead of thinking about themselves first." The teacher looked at the strawberries left on the plate and said, "How many are there? Who wants more? " Only five children said no this time, and all the others said yes. As a result, the teacher gave the rest to the children who said no, but one of the children said, "Teacher, I really don't want it." The teacher was surprised. At first glance, the strawberry was only half eaten. I guess he really doesn't want it! The other four children who said no happily ate the last strawberries given to them by the teacher.
Observation part 2:
Zhang Jiayi's father came back from Xiamen and brought some gifts to the children in the class, including games and food. Children are scrambling for toys, but toys are not enough to meet every child's needs. So the teacher took the toy in his hand and said, "If you want it, you must take part in a competition." . Every child comes to tidy up his bed and clothes, and whoever tidies up quickly and well will be given toys. "So, some children got toys, others got food. The teacher also told the children that if they want it, they must do it.
Reflection:
Two examples prove an educational principle, that is, education should proceed from people's essential needs, attach importance to stimulating people's creativity, encourage children to be the first, and let children grow up to be enterprising people, instead of unnecessarily suppressing children's desires, let alone encouraging lying. Fighting for what you want fairly can stimulate children's creativity, mobilize their subjective initiative and stimulate their potential instinct.
It is true that modesty, altruism and self-denial are highly respected in our traditional education. We don't deny the benefits and effects of China's traditional virtue on people's success, but we should also see the negative effects of this traditional virtue in cultivating children's budding creativity. In the era of competition, children may develop the quality of humility, but they may also become inactive. Man's instinct is to pursue material satisfaction. If the normal way to get satisfaction is changed to humility, he may change the way to get satisfaction, which will easily lead to the child's dual personality. In case one, the teacher asked, "Who wants it?" One of the five children who said no really didn't want it, and the other four probably got what they wanted by "outwitting". This practice of the teacher is actually strengthening the children to do unnecessary humility. These four children probably learned to cheat and lie in such reinforcement, and other children may use it next time.
The way to take wisdom. The teacher knows that all children want strawberries, so why lie? Even if some people are sincere and humble, from the beneficiary's point of view, they are easily obtained because of the humility of others, and they have not made efforts for their own development and have no intentional benefits. What teachers should really do is to respect children, create a relaxed and equal environment, meet their needs and attach great importance to their mental health.
The education of children should establish such a guiding ideology: fair competition and competition to give full play to potential are virtues. Moral cultivation should not be independent of creativity cultivation. Fair competition and remuneration according to work are virtues, excellent qualities, wisdom and potential. We should let children improve their morality and ability simultaneously in such efforts and progress.
Daily observation records and analysis of large class children Part II
Observation purpose: Whether outdoor activities concentrate on playing with toys or chasing blindly. Observation record:
On this day, Tingting chose to jump when she was outdoors. At first, she put Paotiao on her foot, then shook it by hand and lifted her other foot. After several unsuccessful attempts, Tingting stopped. She saw Jiayi playing skillfully beside her, so she stopped to watch Jiayi play. Jiayi said while demonstrating, "Play like me." Tingting said, "OK." Tried a few more times. Jiayi left and went to other places to play. Tingting played for a while. She ran to the toy basket, put the flashlight in her hand in the basket and took a rope to play with. She ran to the center of the field and broke the rope with her hand. When she fell in front, her foot touched the rope and she stopped. Yue Yue came over and Tingting said, "Yue Yue, come and grab my rope!" Yue Yue pulled Tingting's rope, and the two of them played a game of pulling a carriage. After playing for a while, she put the rope aside. I changed another toy to play with. After a while, the time is up. She put the toys in the basket.
Situation analysis:
1. As can be seen from the above situation, Tingting can concentrate on playing with toys in outdoor activities instead of chasing blindly.
2. Tingting's sports skills are still weak when playing ball. She can't jump, so she changed the rope, but the rope can't jump either.
Educational measures:
1. The teacher tutored her alone, taught her by hand in outdoor activities, and gradually improved her sports skills.
2. Give full play to the power of parents' resources, and let the children jump rope and exercise with their parents at home, thus enhancing her sports skills.
Daily observation, recording and analysis of children in large classes Part III
Jia Nan was inserted into our class this semester. As a freshman, it is natural for us to take care of him personally, but I find that he always refuses to get in touch with the teacher intentionally or unintentionally. Seeing that several other transfer students have become one with their children and established close relationships with their teachers, Jia Nan is still so out of place. How can I establish a close relationship with him? I see it in my eyes and worry in my heart. That time, because Jia Nan changed clothes faster than before, I gave him a red star. At the moment I took the Red Star, I saw a smile on his lips. Children all have one thing in common: they are eager to be praised and affirmed by their teachers. Since then, I have often intentionally asked him to help the teacher and create opportunities for him to be praised. Slowly, he didn't resist the teacher's intimacy as before, but he never approached the teacher on his own initiative like other children.
On this day, I asked him to help me divide the spoon and explained that I asked him to help me because he did well that day. Obviously, I saw his bright smile. He finished the task happily. His father took him downstairs after school. Suddenly he let go of his father's hand and ran to my side. He quickly let go of my hand and ran back to his father. It all happened so fast that by the time I realized it, Jia Nan had already gone away. I was really excited at that time, and the child finally approached the teacher on his own initiative! Our education has achieved initial results!
This is our first intimate contact, and I believe there will be more intimate contact in the future.
Daily Observation Records and Analysis of Children in Large Classes (IV)
Observe and record the game activity again. Today's waiter is Jiayi and Jiang from the food street. At first, when they were free, they all tied aprons for each other in a friendly way and smiled at each other with satisfaction. Just after packing, Xie Xin rushed over and said, "I want two chicken legs, and guests come to our house for KFC." Jiayi said, "OK, I'll show it to you." I couldn't find it for a long time. Only a whole chicken, no drumsticks. At this time, Jiang said shrewdly, "Can you use chicken instead of chicken legs?" "No, I must have chicken legs." Jiayi quickly echoed: "The whole chicken is not very good. It has two chicken legs and two chicken wings. " But Xie Xin refused: "Our guests said we only need to eat chicken legs, not chicken wings." Look at me, two shop assistants. I don't think you can help it. Just when they were at a loss, they were inspired by Jiang and ran to the building block area. He quickly took two "drumsticks" and came "drumsticks!" It turned out that she inserted a round building block into a long building block and turned it into a so-called "chicken leg". At first, Yan Xin was shocked, and then immediately said excitedly, "All right! You can eat chicken legs. " After that, I walked over and made a gesture of eating chicken legs. Finally, I returned with satisfaction.
analyse
In the past, we provided a lot of finished game materials with obvious characteristics, staying in vivid images and beautiful appearances, which limited children's divergent thinking and lack of innovative consciousness to some extent. Such as realistic TV sets, refrigerators, doll beds, tables and chairs, naturally put together, it becomes the doll's home. The TV is for watching, the refrigerator is for putting things, and the bed is for putting the baby to sleep. Invisibly, the teacher's rigid role limits children's thinking, and children can only play a single boring game, not to mention fun. Because we didn't provide some operable materials in time, we found that children lacked the ability to substitute things for things in the game.
In this case, Xie Xin is a child with distinct personality and independent mind. He stood firm in his opinion. "I want a drumstick, not a whole chicken." His persistence gave the two waiters a difficult problem, testing the children's imagination, creativity and the ability to substitute things for things. In order to meet the needs of customers, Jiayi actively echoed Jiang's suggestion of replacing drumsticks with whole chickens, but the customers refused. The game in trouble was about to stop playing, when Jiang suddenly had a brainwave and solved the problem in time. From this point of view, her game ability is a good level among children, and her communication ability is also good, and she will find a way to solve the problem. The first method didn't work, so I thought of the method of replacing things with things, and finally satisfied the customers. After seeing Xin off, both waiters showed happy and satisfied expressions. It can be seen that they realized the fun of the game and the ease after solving difficulties. In the process of solving problems, the experience and level of the game are improved.
Guiding strategy
1, seize the opportunity of the game, spread children's thinking and develop the imagination of the game.
Seizing this opportunity, I immediately praised Jiang and publicized this move, which invisibly broadened the children's thinking. Therefore, in the relaxed, free and pleasant environment of role games, there have been phenomena such as using building blocks as mobile phones, remote controllers and moon cake boxes as cash registers, computers and mutton kebabs made of building blocks. It not only mobilizes children's enthusiasm to a certain extent, but also makes children's diffuse thinking better exercised.
2. Provide materials to develop children's game ability of substituting things for things.
As teachers, we should provide children with game materials that can hint at multiple answers, avoid being limited to one correct answer, and let children discover various ways of playing the same material in the process of free operation, experiment, exploration and improvisation, so as to fully tap the potential of the material. We provide a big box, which contains some seemingly messy but imaginative spaces. For example, some round and square objects can be combined into materials needed in many games instead. Teachers should grasp everything that can arouse children's thinking, imagination and interest, and let children's inner creativity be fully released.
3. Share and communicate, and jointly improve the game level.
Post-game evaluation and communication is the time when the value of the game can be best reflected, and good ideas can be shared and improved together through communication. In a game, a child used a cardboard box as a barbecue box. After the game, I asked the child heuristically, "What other games can this carton play?" Children are active in thinking, and some say, "When the TV is set, put it in the supermarket." Some said, "It can be used as a cash register." Some said, "It can be used as a stereo." Others said, "The money in the safe ..." The child's imagination is very rich. In this way, a seemingly ordinary cardboard box plays a multi-purpose role in children's games, breaking the mindset, not only giving full play to the utilization rate of toys, but also greatly enriching children's games and developing the flexibility of thinking.