I am a teacher who has been engaged in kindergarten conservation and education for many years. According to the long-term follow-up understanding of the psychological development law and behavior performance of children entering primary school, I don't think every child should be? Lose? At the starting line, we must first eliminate the psychological and behavioral obstacles of children entering school for the first time. Teachers who are engaged in teaching in the lower grades of primary schools should pay more attention to kindergarten teachers. Consult? Review the Children's Day activities in kindergartens. Study? As a kindergarten aunt, let children spend the psychological transition period from infancy to childhood without burden, and better adapt to primary school life.
First, intuitive image and diverse teaching methods
When you first enter school, the first thing you have to learn is those boring pinyin letters. At this stage, if children are tired of learning, it will have a negative impact on future learning. At this stage, teachers should master pinyin learning and use various teaching methods to make classroom teaching lively and full of life. For example, when teaching the first pinyin letter, you can borrow the kindergarten game scene: Is it played by a child? Patient? , also specially gave her a pigtail, the teacher will play? Doctor? . Let other children watch it? Patient? Facial features, round face, and a braid. When you see a doctor. Doctor? Jane. Patient? Open your mouth wide and make a sound. Then let the two children at the same table perform again, and everyone will participate. The atmosphere is warm. This will enable children to master the key points of font and pronunciation in play.
Second, let children develop behavior habits in imitation.
From kindergarten to primary school, teachers must not be impatient at this major turning point, and it is difficult for new children to adapt to classroom teaching at once, so teachers should take their time and step by step. Because children are good imitators, teachers can walk off the platform, bend down and mingle with children, ask less questions and demonstrate more, and then see who learns well. For example, cultivating classroom behavior habits, visiting big brothers and sisters in class, and giving appropriate guidance by teachers can make new children enter the role quickly. Another example is the flag-raising ceremony. You can use videos to let students know how to line up and stand well at the flag-raising ceremony. Teachers can't just explain the cultivation of children's daily behavior, but should take various means to start from the daily dribs and drabs.
Third, create a relaxed and harmonious educational environment.
First of all, the classroom layout should be neat and comfortable. Under the guidance of the teacher, children should tidy up the desks and chairs in the classroom, with bright windows and clean tables. They will feel very comfortable as soon as they enter the classroom. Some students' excellent paintings and calligraphy will be posted in the learning garden to beautify the classroom and enlighten the mind. Make full use of blackboard communication to solve problems and doubts; Establish a biological corner, similar to a kindergarten, to make children feel familiar and kind. A beautiful and comfortable environment is a silent teacher for students, infecting and educating students everywhere.
Fourth, establish a good relationship between teachers and students to form class cohesion.
Although the children are still very young, the teacher should be honest with them. Meet students for the first time, meet students appropriately, and honestly introduce your name, experience and hobbies to students. Let students understand and communicate their feelings. Talk to children more often at ordinary times, and learn about their family life, surrounding environment, personal communication, hobbies and hobbies one by one, and get familiar with students. Children who have just entered school have poor self-discipline and are prone to accidents. Teachers must make children feel that teachers are not terrible, but also very amiable. To form a good class group, the head teacher should have a cohesive force, which is a potential attraction, a great centripetal force and an invisible attraction. In the eyes of new school children, this cohesion is not only the influence of maternal love and example, but also the tolerance and understanding of elders. With this cohesion, it is easy to attract childlike innocence and cultivate the mind, and it can also provide favorable conditions for building a good class collective.
Five, through various activities, realize self-ability.
Children are mostly at home? Little princess? 、? Little emperor? , no self-care ability. This requires teachers to cultivate students' practical ability, language ability and thinking ability through various activities to realize students' self-ability. First of all, I let students start with cleaning and let them know that they are the masters of the class. Cleaning the home is everyone's responsibility. Teachers can lead children to sweep the floor with them, explain the steps of sweeping the floor at the same time, give full play to the magical charm of praise, so that every child can be praised and affirmed, and let children establish self-confidence. At the same time, they are also encouraged to go home and help their mothers do some housework within their power. They go to school every day to sum up and see which child has done more, so that children can realize that their work can be recognized by many people and their sense of labor glory will be enhanced. In this way, in the work, not only the practical ability of students is exercised, but also their autonomy is cultivated.
Six, home-school contact, * * * seedling.
What kindergartens do best is to connect with their families. There is communication between teachers and parents almost every day. If teaching has a good effect on children, families and schools should also keep up. At home, the teacher should know the child's little progress. The teacher can praise him in class and let the child know that everyone cares about him and he has made progress. With so many people watching, it is easy to arouse students' enthusiasm. At the same time, if children have ideological fluctuations or behavior problems at school, teachers should also get in touch with parents to help children tide over the difficulties and let every child develop healthily.
How to share children's core experience: let the core experience become the guide of activity design.
At the seminar, Li Yanqi, the teacher representative of Haining Experimental Kindergarten Education Group, showed the participants the language games of the middle class. Chicken head, hen head? . This game activity is set up according to the age characteristics and learning needs of middle school students. Learn the form of language communication by asking and answering questions? As a core experience. From recalling the relevant experience of hide-and-seek games, to playing group games through question and answer at first, to expanding the game content by independent games of two people, and finally playing question and answer games freely with peers, teachers pay attention to and agree with children's different performances in the game, give them sufficient opportunities to play, and use appropriate strategies to support them in time.
? Compared with collective teaching activities, the guidance of games is more implicit, and children implement core experience in the process of repeating games. If our teacher is a gardener, knowing the core experience is like knowing that a flower has a flowering period and has its own characteristics, then we can wait for it to bloom. ? The team of teachers in Li Yanqi explained this.
After two days' discussion, the teachers attending the meeting, while observing the activities and listening to the experts' interpretation, gradually reached the understanding that core experience is the basic guide for the design of teachers' activities, and mastering core experience is to master the internal system of the discipline.
Teachers and researchers in Shen Yingjie's special teacher's studio also presented a language activity scene based on core experience. What they are concerned about is the core experience with weak foundation for children's development in this field? Descriptive narrative. ? The interpretation of core experience can help us to think more rationally. In order to make the goal of the activity focus more on explanatory narration, the whole teaching activity goes straight to the core experience. However, this is only one side that is easy to ignore emotions. ? Shen Yingjie expressed her concern.
She hinted that the teacher was a designer? Technology? At the same time, we should pay attention to children's needs, feelings and current challenges, and do both? Technology? There are also? Art? Have both teaching and core experience, and then pay attention to children while cultivating their abilities? The whole person? Personality cultivation.
On children's development from the perspective of experience
? What is experience? Yu, a researcher at Hangzhou Xiacheng Teachers College and a provincial special-grade teacher, first threw out a seemingly simple but thought-provoking question. She explained: Experience is based on feeling and is a perceptual knowledge of objective things. Experience is irrational and personalized, while core experience is important, outstanding and universal. ?
In the field of preschool education, why should we put forward the core experience? Yu Lili, a researcher in the provincial teaching and research section and a provincial special-grade teacher, believes that the purpose of putting forward the core experience is to let teachers look at children's development from the perspective of experience and understand how children's experience is formed, so as to better carry out teaching, organize games and treat children in games. She pointed out that the analysis of core experience is still in its infancy. If we can make clear the core experience that children should gain in various learning fields, we can purposefully urge teachers to promote the construction of children's experience. ?
At the scene, seven preschool education experts and senior teachers from all over the province analyzed their core experiences from sports, language, society, mathematics, science, music, art and other fields. Jin Zeng, deputy director of Wangzhuang Kindergarten in Zhejiang Military Region, edited and published Classic Sports Games in Kindergarten, expounding the core experience of children's sports in primary school, middle school and large class. ? Both "Guide" and "Kindergarten Education Guidance Outline (Trial)" (hereinafter referred to as "Outline") contain core experience. Nowadays, preschool education has moved from subject education to integrated education. When the boundaries between teaching fields become blurred, teachers should pay more attention to the integrity of core experience. ? She analyzed.
Li, director of Wenyushun Kindergarten in Ningbo and a provincial special-grade teacher, agrees. She and the participants * * * combed the core experience in the social field in the outline and guide. She said:? Although the core experience sounds new, it has never left our teaching, and it is consistent with the educational and teaching objectives. As practitioners, teachers should rely on core experience to promote children's development, not to overthrow them. ?
? In fact, the core experience puts forward higher requirements for teachers. ? Shen Yingjie, a researcher at the Xihu District Preschool Education Guidance Center in Hangzhou and a provincial-level special-grade teacher, took the music discipline in the art field as an example and put forward his own views. Only by grasping the core experience can we make teaching activities more valuable, understand the unique value of children's behavior and make correct judgments, thus effectively boosting. ?