The sweet memories of the kindergarten class, the reflection and improvement of the teaching plan

2026-09-13 10:07

The following is the reflection and improvement of the sweet memories lesson plan for the kindergarten class: ##1. Reflection ###(1) Teaching objectives 1. ** Achievement of emotional goals ** - The goal was to stimulate the children's feelings of reluctance to part with kindergarten life through the memories of their past life in kindergarten. During the activity, the child could recall the details of kindergarten life, such as the small class paintings, but it might be lacking in the depth of emotional stimulation. Although the children shared interesting things, they did not fully explore the reluctance to leave the kindergarten. Some children might only stay in the story itself and did not deeply understand the emotions contained in it. 2. ** Skill Target Achievement Status ** - In terms of cultivating children's habit of listening to others, there were links such as "young reporters 'interviews" during the activity process, allowing children to listen when others shared. However, in actual practice, due to the age characteristics and excitement of children, some children could not maintain their focus. - For the goal of expressing their feelings in a more coherent language, there was a difference in the cohesiveness of the language when the children shared their memories. Some children were able to speak more coherently, but there were also children who were more simple and fragmented. - In terms of the goal of using waste materials to decorate the sweet memory box, the creativity of the children was different. Some children could actively use their imagination to make unique decorations with materials, but there were also children who lacked creativity and simply pasted materials. - Most of the children were able to speak boldly in front of the group, but there were still some children who were shy and did not dare to share their memories in front of the whole class. ###(2) Teaching process 1. ** Introduction Stage ** - The introduction method of setting up the "childhood exhibition" was relatively novel and could attract the attention of young children. However, when guiding children to observe the items they brought and communicate with each other, there might be a lack of sufficient guidance, resulting in some children not knowing where to start, and the depth and breadth of communication were limited. 2. ** Main Stage ** - Although the "junior reporter interview" format was helpful for children to share in front of the group, the guidance of the questions might not be deep enough. For example, after the child shared his sweet memories, he did not ask further questions such as why it made him feel sweet. This was not conducive to the child's deep thinking and expression of emotions. - When the children discussed the idea of leaving kindergarten, the atmosphere of the discussion was not enthusiastic enough. Perhaps it was because the children did not have a deep understanding of the concept of leaving kindergarten, and the teachers did not have enough foreshadowing and guidance strategies to guide this topic. 3. ** End of segment ** - Although children were encouraged to decorate the Sweet Memories Box, they might not be meticulous enough in providing materials and instructions. For example, some waste materials might be difficult for children to handle, and teachers did not give timely help, affecting the effect and experience of children's decoration. ###(3) Teaching Method 1. ** Interactivity ** - In the entire teaching process, the interaction was basically achieved, but it could be further enhanced. For example, when children were exchanging memories with each other, they could be guided to ask questions and supplement each other to increase the depth of interaction. In the interaction between the teacher and the child, the teacher's response might not be targeted enough, and the child's response might not be sufficiently expanded and guided. 2. ** Guiding ** - The guidance of teachers needed to be strengthened in some aspects. For example, when children discussed the idea of leaving kindergarten, teachers could guide children to better understand and express their feelings by telling them how they felt when they graduated from kindergarten. When children decorated the "sweet memory box", for children who lacked creativity, teachers could show some examples or provide more creative inspiration. ##2. Modifications ###(1) Teaching objectives 1. ** Emotional goal ** - Before the event, they could play some warm videos of kindergarten life or show the photo album of the children's growth from entering the kindergarten to the big class to exaggerate the parting atmosphere in advance, so that the children could feel the preciousness of kindergarten life more deeply, so that they could better stimulate their reluctance to part with kindergarten life when recalling the past. 2. ** Skill Target ** - In order to better cultivate the habit of listening attentively, the rules of listening can be clearly defined before the activity, such as looking at the child who is talking, not interrupting, etc., and setting up a small reward mechanism, such as listening to a small star. - For the cohesiveness of language expression, you can do some simple language training before the activity, such as telling a short story. During the activity, when the child's expression was incoherent, the teacher could repeat the child's words appropriately and supplement them to guide the child to re-tell the story completely. - In terms of decorating the "sweet memory box", more creative works of different styles could be displayed before the activity to give more inspiration to the children. During the activity, teachers could guide the children in groups and provide them with personal guidance and help based on their creativity. - For children who dare not speak in front of the group, you can communicate with them in advance to let them be mentally prepared. In the event, they would start with group sharing and gradually guide them to speak boldly in front of the group. ###(2) Teaching process 1. ** Introduction Stage ** - When setting up the "childhood exhibition," some text descriptions or small labels could be added to help children better understand the meaning behind each item. When guiding children to communicate with each other, they could give some specific topic guidance, such as which kindergarten activity they liked the most, so that the communication would be more targeted and in-depth. 2. ** Main Stage ** - In the "interview with young reporters" segment, teachers could prepare some in-depth questions in advance and ask questions based on the children's sharing, such as what are you and this little friend doing together now? When the children discussed their thoughts about leaving kindergarten, the teacher could first tell their own kindergarten graduation story to resonate with the children, and then guide the children to discuss. They could also let the children draw their thoughts and share them. 3. ** End of segment ** - When decorating the Sweet Memories Box, the waste materials would be sorted out in advance. For materials that were more difficult to handle, some pre-treatment could be provided, such as cutting large materials into suitable shapes. At the same time, in the process of decorating the children, strengthen the itinerant guidance, and give the children timely help in creativity and operation. ###(3) Teaching Method 1. ** Interactivity ** - When children exchange memories with each other, encourage children to evaluate each other, such as where you think his story is the most interesting. When interacting with children, teachers should pay more attention to the targeting of responses. According to the content of the children's answers, they should expand and guide them in depth. For example, if the children say that they like kindergarten games, the teacher can ask which game it is and why they like it. 2. ** Guiding ** - In all aspects of the activity, teachers should strengthen their guidance. For example, when recalling kindergarten life, the teacher could guide the child to recall deeply by recalling the child's events that left a deep impression on him. In the decoration section, the teacher could guide the child to observe the shape, color and other characteristics of the material to inspire the child's creativity. Read more exciting novels for free