The teaching form is specific and vivid, breaking the conventional education model, fully adapting to the children's interests and needs, making good use of the children's curiosity and active nature, and changing the flat and boring preaching For the instillation of three-dimensional active style. Below are the cases of early childhood education and teaching in large classes that I compiled for you. I hope it can help you. Case Study of Early Childhood Education and Teaching 1

1. Case Background

"Deepening the reform of the education system and comprehensively promoting quality education" is the specific requirement of the new curriculum reform, and strengthening quality education is the new curriculum The connotation and soul of change. As for how to strengthen quality education, benevolent people have different opinions and wise people have different opinions. Hundreds of schools of thought have their own opinions, but they cannot be separated from their original principles. Strengthening quality education starts from childhood. This is an unshakable conclusion. How to strengthen quality education is an unavoidable question before every educator. Strengthening quality education cannot be just talk on paper. It must be implemented into the practice of educational work to fully stimulate the imagination and creativity of children and gradually gradually Cultivate children's ability to observe and think and their interest in learning. We should start from the children's interests and hobbies, and gradually take advantage of the situation so that the children can develop good habits of thinking and studying in life and study. To this end, we make full use of the curiosity and active nature of school-age children before entering school, and use educational methods to teach children a lot of popular science knowledge, so that children can fully master it, and then change "passive preaching" to "active reception", and receive Achieved good educational results.

Hydrogen balloons with cartoon patterns have always been favored by children. One morning, Mingming happily walked into the classroom holding his hydrogen balloon. The hydrogen balloon jumped and pulled with his arms waving up and down. After coming down, the balloon floated up again, and Ultraman's figure on the balloon became alive, sometimes beating and sometimes rolling, attracting envious and curious looks from all the children in the class. Not to be outdone, the little girl Leilei took out a balloon with a pattern of Barbie holding flowers from her schoolbag. She puffed up her cheeks and blew it big. She asked her seatmate to help tie it up with a thin string and then threw it into the air. Barbie jumped Slowly landing on the ground with a light dance. "Hey! What's going on? Why can your Ultraman fly but my Barbie can't?" With a look of confusion on her face, Leilei threw her balloon into the air again, but the balloon eventually landed slowly. With such questions, Leilei asked me for help on behalf of the whole class of children. Taking this opportunity, in order to solve the mystery in the children's minds, I organized the children to carry out this scientific education activity on the study of air.

2. Theme

1. Inspire and guide children to use their brains to think and operate frequently, so as to improve their ability to solve problems in daily life.

2. Cultivate children’s strong interest in learning science, studying science, mastering science, and applying science.

3. Let the children have a preliminary understanding of some common sense about air and imagine some specific examples of using the characteristics of air in life.

3. Details

(1) Preparation materials:

1 scale, 2 balloons of the same weight, 1 pump, 1 light plastic bag , 1 hair dryer, 1 plastic cup filled with rice, 1 bamboo chopsticks.

(2) Activity process:

1. Ask the following questions for the children to think about, focus on discussion and answer:

(1) Does air have weight? What method, if any, is used to measure the weight of air?

(2) Will lightweight plastic bags fly when there is no wind in the classroom? How can you make plastic bags fly?

(3) Insert bamboo chopsticks into a plastic cup filled with rice, and then gently lift the chopsticks. What will happen?

(4) After completing the experiment, think carefully about which aspects of your daily life are consistent with the phenomenon that appeared in our experiment. What examples do you know of the use of air principles?

After the question was raised, I asked the children to think about the answers one by one.

In every activity, I will use the touching "How do I enter the reading world of children" interactive game to deeply lead teachers to discover that "only by reading together with children and treating the reading materials as the basis for children's growth" Only by magnifying the magnifying glass into children's lives can we truly learn to read with them; learn to read." In addition to carrying out core group activities and exercises that are conducive to the professional growth of teachers, our language teaching and research group has also carried out many teaching and research work cases. For example:

On-site observation: young teachers' teaching and lectures "Fox Father and Duck Son" and "Kitten's Birthday".

Live viewing: "My Dad is Really Troublesome".

Live viewing: "The Very Hungry Caterpillar" and "Brave Clancy".

Live viewing: "The Metamorphosis of Piggy".

On-site observation: case practice and discussion of the "My Dad" series of hierarchical activities.

Summary of teaching and research activities, "Go left, go right," episodic summary, etc.

1. Specific teaching and research work case process

(1) Seminar theme

For example: The theme of the seminar activity is "How to transform the selected problems into solutions that young children can personally experiential activities”.

(2) Purpose of the study

For example:

1. To enable teachers to clarify how to truly address issues that are of interest to children and issues that are challenging to children. Transform it into an activity that young children can experience firsthand.

2. Transform individual wisdom into collective wisdom and share it with resources.

(3) Discussion time (year, month, day)

(4) Discussion method (such as collective lesson preparation, observation and discussion, lesson (case) analysis, study discussion, experience exchange)

(5) Participants (all teachers of the language teaching and research group)

(6) Seminar procedures (i.e., the flow of activities, and the purpose of each process)

For example:

1. Before the activity, announce the theme of the activity and the classes and contents.

Purpose: To enable teachers to be prepared and targeted.

(Get familiar with the content in advance, or collect relevant materials and think about relevant issues to prepare for deepening the discussion topic)

2. Observe the "(topic)" teaching activities of a certain class.

Purpose: Understand the coaches’ strategies for implementing the “seminar theme”

3. Let the coaches talk about their own activity design ideas.

Purpose: Let other teachers clarify how they provide environments and materials to support children’s personal experience activities.

4. The coach will reflect on the activities of the day.

Purpose: To guide teachers to pay attention to the relationship between environment, materials, questions and children's real personal experience

5. All teachers reflect together.

Purpose: All teachers reflect on the day’s activities and cases of activities they have organized to find out what appropriate methods, environments, and materials were used to support children’s personal experience activities.

6. As the leader of the language teaching and research group, I summarize:

Purpose: to summarize useful experiences

7. All the teachers in the language teaching and research group commented on the day’s activities .

Purpose: to gain professional promotion and leadership

(7) Process recording (starting from the coach talking about design ideas, focusing on recording the participants’ different views, different practices, and diverse perspectives) Strategies, multiple suggestions, personal experiences (perceptions), thoughts triggered, confusions that still exist, or new confusions, new questions that arise, etc.)

(8) Summary of the seminar (a seminar on this topic Make a summary of the situation, such as the atmosphere of the research; what goals the research achieved; the reasons why the research achieved the expected goals; the reasons for the low degree of goal achievement; what problems still exist and what problems need further study)

(IX ) Follow-up research, aiming at the existing problems in this research, or the new problems generated, or the problems that have not been completely solved in this research, and raise issues worthy of subsequent research.

2. Case records of specific language teaching and research work

Activity name: Zhizhizhizhi

Activity goals:

1. Understand knowledge appearance and living habits.

2. Able to recite children's songs clearly and clearly, and know how not to disturb others' rest.

Activity preparation:

1. Cicada model, recording, and wall chart.

2. Use drawing paper to draw three trees, with three, four, and five cicadas on each tree.

Activity steps:

1. Enter the pre-class game. The name of the game: small animal imitation exercises. Let the children listen to the music and imitate the small animals, and then imitate the sounds of various small animals (including cicadas).

2. Show the model and wall chart to let the children carefully observe the cicada and understand its appearance characteristics and how to make sounds.

Teachers should tell children: The scientific name of cicada is "cicada". The cicada has two eyes on its head, a mouth like a hollow needle, two pairs of transparent wings on its back, and three pairs of legs under its body. . Let children know that cicadas are pests and live by sucking the sap from branches. Let children initially understand that only male cicadas make sounds, while female cicadas do not make sounds. The drum-shaped organs on both sides of the male cicada's abdomen are called vocal organs. Next to each articulator is a cavity that enhances the intensity of the sound. Therefore, in the summer, which is the best time for them to seek their companions, they sing in the canopy of the trees, and the whole summer is filled with their piercing song.

3. Show the homemade wall chart, which has three pictures. Look for how many cicadas are parked on the trees in different pictures. Ask the children to count them one by one.

4. Invite children to listen to children’s songs about cicadas.

The teacher first recites children’s songs to inspire children to imagine the content of the songs.

Understand children’s songs, know what “It’s really bad to know” means, “Why it’s said to be bad”. Children learn children's songs from teachers and recite them with expressions.

Activity extension:

Language area: The teacher will lead several children to consolidate the children's songs they learned today, and ask the children to recite the children's songs.

Art area: draw willow trees and cicadas. Let children give full play to their imagination and draw cicadas in their own eyes.

Music area: Review the song "Cicada" learned last week, and let the children sing with expressions.

3. Teaching and research work cases have achieved results

The teaching and research work activities of the language teaching and research team teachers in our kindergarten are based on classroom examples, through clear discussion points, group discussions, collective sharing, principal In the summary and other links, in the large-scale discussion where all the teachers spoke freely and worked together, it was clarified: the basis for determining the goals of art activities, what aspects are included, whether the goals of this activity are appropriate, and how to modify them? Are there any better suggestions on the types of teaching methods in language teaching activities, the basis for selecting methods, and whether the methods are appropriate? The principles and focus of activity evaluation, evaluation objects and standards determined by teachers, evaluation time, and effective teacher-child interaction during evaluation. The atmosphere of the activities of the language teaching and research group in our park was lively, which enabled all teachers to have a clearer understanding and improvement of the design and teaching of language game activities, and promoted the overall improvement of the teaching and research capabilities and professional level of all teachers.

The launch of the activity is another highlight of our kindergarten's close contact with reality and the climax of "competing with others to catch up with each other".

4. Future plans for language teaching and research activities in our park

1. Use teaching and research work cases to collect and organize everyone’s research and wisdom. At the same time, we organize, publish and discuss at the same time.

2. Continue: "Activities for Center Group Members" will be added to the teaching and research activity time in the next semester. In order to make teaching and teaching research more "aware of goals and research-level significance."

3. On the basis of the psychology lesson plan, put "children's existing knowledge and experience of the ⅹⅹ readers" at the front of the lesson plan. Truly launch “child-centered language teaching research”. And in this, teachers are allowed to acquire and develop "the intellectual ability of language teaching and research with children as the main body."

4. Each teaching observation activity is "serialized and hierarchical" based on the excellent teaching plans summarized and sorted out in the previous semester. Fully explore the role of picture books in the growth of "people".

As the leader of the language group, in my daily class research activities, I often carefully carry out two kindergarten-based courses based on the language teaching and research work plan of our kindergarten and the actual situation of the kindergarten. , each class is taught according to the arrangement of the homework schedule, and the group activity content arrangements for each class are made in advance. Regularly hold garden-based curriculum exchange meetings to conduct in-depth and detailed discussions and research on problems arising from the implementation of the curriculum, solve problems in a timely manner, and ensure the smooth and orderly development of the curriculum. Case Study of Education and Teaching for Large Classes of Preschool Children Part 3

Objectives:

1. Let children initially perceive the cube and know its name and most significant shape characteristics.

2. Review geometric figures and practice classifying them according to their characteristics.

3. Cultivate children’s spirit of experimentation.

Content:

Understanding the cube

Preparation:

Magnetic teaching aids: Geometry puzzle - Space Castle. Graphic marks, countless words, size marks.

One large cube paper card, one large cube, and building block puzzle. (for inserting cubes), tape, rope, small stick.

Process:

1. Preparation part: review geometric figures.

1. Identify geometric figures.

Teacher: What graphics does this space castle consist of?

2. Practice classifying graphics according to their characteristics.

Teacher: Ask the children to group the same shapes together.

2. Ask trial questions

1. Tell the children to learn about cubes today. (Show the cube box)

2. Expand the flat paper card of the cube box and ask the children to take a look at it, count (what shapes), count (how many there are), compare (how big and small), and perceive the feature.

Teacher: All the children have such a card and recording paper. Please take a look. What graphics does it consist of? Then count, how many shapes are there? Compare again, what are the sizes of these graphics? Could you please write it down on the record paper?

3. Prompt recording method.

3. Children’s operational activities, teachers tour to understand the activities

4. Children’s expression activities

Teacher: (referring to the folded cube) How many shapes does it have? Face? What shape is on each side? How do you know they are the same size?

5. Teacher’s explanation

Through demonstration and explanation, let children know the name of the cube and its most significant shape characteristics.

1. Count: there are six shapes.

2. Take a look: each shape is a square.

3. Compare: Each square is the same size.

4. Summary: The cube has six sides, each of which is a square of the same size.

(1) Children describe the above characteristics.

(2) Distinguish between square and cube.

6. Children's operational activities

Constructing a cube allows children to further perceive the characteristics of the cube. Use plastic learning tools to assemble into a cube. Teacher: Ask the children to each make a cube toy and give it to their space friends.

After the teacher guides the children to complete the toy, they are prompted to check whether the toy is a cube, whether it has six sides, and whether each side is a square of the same size.

7. Group game "jigsaw puzzle" to identify cubes. Case Study 4 of large-class education and teaching for young children

1. Educational purpose

(1) The early childhood stage is oral language During this critical period of development, children have great potential to learn language and have the strongest ability to accept language stimulation.

(2) The development of children’s oral language will lay a solid foundation for children to learn Chinese and composition after entering school.

2. Educational Points

(1) Start with words and sentences composed of two words to learn grammar, use words to form meaningful sentences, and learn to speak completely sentences and be able to converse with others fluently.

(2) Encourage children to speak slowly or think about it before speaking, so that children can develop the habit of speaking calmly and leisurely.

(3) Tell the children some short stories with vivid, concise and lively language, and gradually let the children learn to tell stories.

3. Educational content

1. Happy reading. Example: (pear, peach, apple)

2. Pairs. Example: (Heaven versus earth, rain versus wind, continent versus sky)

3. Learn children’s songs. Example: Fruit picking: one, two, three, four, five, six, seven, six, five, four, three, two, seven aunts came to pick the fruit, held in seven blue hands, seven kinds of fruits arranged in seven varieties: apples, peaches, pomegranates, persimmons, plums , chestnuts, pears.

4. Learn ancient poetry. Example: The grass is white, Juyi is separated from the original grass, and it dries up and flourishes every year. Wildfires never burn out, but spring breezes blow them again.

5. Learn poetry. Example: Chile Song Northern Dynasties folk song Chile Chuan, under the Yin Mountain, the sky is like a dome, covering the surrounding fields. The sky is clear, the fields are vast, and the grass is blown by the wind, and cattle and sheep can be seen low.

6. Word games.

Example: Right, right, guess the riddle (etc.) A small piece of cattle is not a cow, and a carpet cannot pull a plow. A hat said that it was so weak that it could carry a house with a table on its back.

Preparation for the first lesson (30 minutes): one picture each of a white rabbit, a squirrel, a deer, and a radish.

Story "The Carrot Is Back".

Process:

1. Ask the baby to observe the radish carefully, guide the baby who likes to eat radish, and lead to the story "The radish is back".

2. Tell the story to the baby. While telling it, play with the pictures so that the baby can remember the names of the characters in the story. Then let the baby think about who is in the story and how they all put the carrots. To whom? Guide your baby to think.

3. Let several babies play the roles in the story, and follow the teacher to retell the story while performing.