Kindergarten Teaching Reflection Essay

As the direct transmitter of knowledge in kindergarten, the kindergarten teacher's literary literacy has a very important influence on young children. Here is a kindergarten teaching reflection for you, I hope you like it!

Kindergarten Teaching Reflection Sample 1

In the teaching of this lesson, adhere to the principle of double subject multilateral interaction between teachers and students, students and students, fully mobilize the enthusiasm of students' learning, and promote the development of students' subjectivity. Trust their creative potential and respect the differences between students.

In teaching, I first let the students say that an apple can be expressed in a few, a pencil in a few, a basket of apples and expressed in a few? Let the students know that "1" can represent many different things in life; "1" it can represent a single object, can also represent a whole, and sometimes it is not the number of how much. Such as sportswear on the number does not represent the number of athletes, but the number of athletes in the order of the serial number or code.

Through the teaching of this lesson, I realized that although the age of the students is relatively small, but their life experience is very rich, when I let the students give examples of life in the single "1" and the whole "1", they are very enthusiastic to rush to answer. Answer. The students showed great interest in learning math from life and learning about numbers in life.

Kindergarten Teaching Reflection Sample 2

"Interesting Shapes" is a math research activity of our middle class teaching and research group. The teaching goal is to let children perceive the basic features of circle, triangle and square through comparison and to be able to distinguish the three kinds of geometric shapes. Before the activity, we discussed the content of the activity. When determining the content, the teachers of the teaching and research group thought that the content was very simple, but after analyzing the cognitive characteristics of the children in the middle class, we found that the children in the middle class already have rough geometric concepts, and although the children at this stage can correctly recognize circles, triangles, and squares, they do not do so from the characteristics of the shapes, but rather by comparing them with objects familiar to them in their daily lives. familiar objects in their daily lives. Therefore, we finally decided on the activity "Interesting Shapes", which allows children to develop an interest in shapes through playful exploration, and to perceive the different characteristics of different shapes through observation, comparison, imagination, and hands-on work.

In addition to letting children perceive the characteristics of shapes, another purpose of this activity is to explore the effectiveness of two different ways of introduction in the same teaching content in the classroom. Therefore, the two teachers who taught it focused on the design of the introduction after basically determining the process of the activity. In the two activities, we used two ways of introduction: one is the direct introduction of objects, the teacher showed the magic bag to arouse children's interest, and then let the children touch, through the difference in the shape of the objects touched to initially perceive the basic characteristics of the three shapes. The other is the finger game magic introduction, the teacher through magic to change three kinds of shapes, and then through the comparison with the object to perceive the basic characteristics of the three kinds of shapes. In the teaching process, we found that the two different ways of introduction, can stimulate children's interest in the activities, but the method of the game has a sense of mystery, and with the following link has a better articulation, so it can more quickly mobilize children's emotions, stimulate the children's interest in learning.

The two activities, children's participation is high, but at the same time the process of the activities also appeared many problems, although we are in the activities of this content before the target positioning for careful consideration, but in the activities of the other links we set up or too simple, not the activities of the goal of the real achievement, in the last session, the children in the search for the three kinds of shapes around the cognitive deviation of the square, and the children's work is not the same as that of the other links. In the last session, when the children were looking for the three shapes around them, there was a deviation in their knowledge of squares. The teachers of the teaching and research group reflected this problem to our teacher after listening to the lesson, and I reflected on my own activities in response to this problem.

According to the objectives of the activity, the teacher in addition to the use of games for children to perceive the characteristics of the figure, but also in the recognition of the children to describe the characteristics of the figure, through a number of descriptions of the consolidation of the children's understanding of the basic characteristics of the figure. For example: triangle: three corners and three sides; circle: no corners, round; square: four sides are the same length, four corners are the same size: Teachers in the correct description of the characteristics of the figure to the children, let the children also describe, through the many times to find shapes, describe shapes to cognize the characteristics of shapes. In this way, in the final part of the session, there may not be a graphic distinction when the deviation, and the activity objectives will be achieved better.

A group of research activities, from the selection of the content to determine the teaching, from the activities of the study after the class to reflect, have given teachers a great inspiration, timely reflection, summarize will allow you to harvest more.

Kindergarten Teaching Reflection Sample 3

Kindergarten math teaching is a useful extension and supplementation of kindergarten teaching activities. It is in the form of group activities, for certain mathematical education objectives for young children to provide brain thinking, hands-on operation and a lot of activities, so that children in the activity area to play their enthusiasm, initiative and creativity. So that they can develop on the basis of their original level. So, kindergarten math activity area should be how to carry out? The author according to several years of work practice, here to talk about personal views and experience:

Teachers of the semester's mathematical activities to do the goal, what kind of goal to consider the design of the math activities to achieve a certain goal area. The educational intent of the content of the math activity area, creating a good environment consistent with the mathematical objectives. For example, the goal of this week's small group math activity is "classify objects by color, and find objects of the same color from objects of many colors. When setting up the computation activity area, the teacher should provide materials around this goal.

The placement of manipulative materials in the math activity area is very critical. Operation materials are the media of education, is to help young children systematically construct mathematical knowledge and induce young children to actively explore the tools of learning, is the operation of the action, so that the external material action, gradually evolved to the internal conceptualization of the material pillar of the action, to provide the material is not only the activities of the preparations, or to guide young children to learn mathematical knowledge, the development of the thinking ability to develop the whole process of the education of the important means required. Therefore, the provision of manipulatives should take into full consideration the cognitive characteristics of children of all ages. For example, small children are good at imitation in the cognitive process, poor in learning purpose and weak in task consciousness. They are interested in the tools for activities and the use of tools. In the older classes, their learning purposefulness increases, and they are able to make efforts to accomplish the learning tasks and pay attention to the learning results and evaluation. The cognitive characteristics of small and large classes are different, and the effect of the same materials is completely different. One time, the teacher of a large class practiced the composition of numbers using stamps and objects, and the effect was very good. Therefore, the learning task should be integrated into the material, such as adding some worksheets and other materials, children according to the requirements of the worksheet, with the physical operation they will be interested in, not only can get the relevant knowledge of the activities of the practice, but also cultivate a sense of task, so that they can get the satisfaction of success, and enhance self-confidence. Therefore, when putting the materials, we should pay attention to the cognitive characteristics of the children at various stages.

In the middle class math "row by row" activity as an example to illustrate, "row by row" activity is in the children have recognized, familiar with the basis of the activities. According to the Kindergarten Education Guidelines, I have formulated the following three teaching objectives:

1. Let the children learn the method of comparing more than one object. In the first activity, use the multimedia courseware to show the pictures of five different sizes of watermelons, and first of all, let the children know that these watermelons are of different sizes. Let the children think of ways, if you want to put the watermelon from small to large rows, how to do? On the basis of the children's ideas, teach the children to learn how to sort multiple objects.

2. Can compare objects and sort them as required. For example, I prepared a picture of a big tree for the babies, the purpose is to arouse the interest of the children, to develop the children's hands-on ability and observation, but also for the children to learn multiple objects to compare a sublimation.

3. Cultivate children's ability to visualize and logical thinking, this goal is mainly reflected in the third activity, the children visually compare the thickness of the box, which is also one of the teaching methods I use.

In the activities, I also used the game method, search method, through the game activities, can promote the children's spatial form of the correct understanding of the object. For example, the children were given pictures of trees of different thicknesses, guiding the children to arrange them from thick to thin, and guiding the children to take out the thickest ones each time, until they were finished. Then, according to the order of fine to coarse trees one by one put away, put back to the original place, invariably cultivate children's good habits of organizing toys. In short, this lesson has accomplished my preset teaching goals.

There are some shortcomings in the teaching activities of the above methods. For this lesson, although the overall view of the completion of the teaching objectives, but I think there are some shortcomings:

1. The whole section of the activities, the children are around the teacher's design of the idea of going, there is no free space for exploration, I think this is a misunderstanding of my design activities.

2. Activities, the child's interest is not high, the game activities can not attract children's interest, the classroom atmosphere is not active, feel not in line with the age of the child's characteristics, to improve the teaching method.

Kindergarten math teaching in the middle class should rely on certain educational objectives and content, based on the cognitive characteristics of children of all ages; according to the actual level of each child; create a good learning environment for them, provide materials conducive to active activities of young children, so that they can learn the crude mathematical knowledge in the operation to cultivate interest in learning and development of intelligence. And, to develop a love of hands-on operation, love to think, have a desire to learn and other good learning habits, to enter the elementary school learning to get ready.

Kindergarten mathematics education is an indispensable part of the early childhood curriculum, the new view of the curriculum and the concept of knowledge also tells us: "Young children are not passive recipients of knowledge, but the construction and discovery of knowledge, not the knowledge of the spectator, but the knowledge of the meaning of the active constructor and creator, and young children's role is not a kindly bestowed by the teacher, but their naturally possess as learners." In the field of early childhood mathematics education, children can truly "learn to apply mathematical ideas and methods to solve vivid real-world problems around them, rather than using them as a knowledge base or dogma." We need to do a deep reflection from the concept to behavior, to make the kindergarten mathematics education really effective and even efficient, there is still a long way to go, let us *** with efforts to:

Give young children a space, so that they will always move forward; to give the youngest children a condition, so that they have their own piece of the blue sky.

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