Is there a need for collective teaching activities in kindergartens?

Kindergarten collective teaching activities are a kind of activities that are coordinated with one-day life activities and activity area activities and constitute kindergarten life. Specifically, it refers to educational activities organized by teachers in a purposeful and planned manner in which all children in the class participate. This includes teacher-prepared and generated educational activities, individual lessons and series of activities around a theme, whole-class and small-group activities.

The advantages of group teaching are:

1. One teacher organizes about 30 children to teach at the same time, which can save education costs and improve efficiency. Clause.

Second, the leadership of children's learning and development is strong, and the knowledge of learning has a certain systematization. Clause.

3. Contribute to the formation of a learning community and cultivate a sense of community.

However, there are also some problems in the collective teaching of kindergartens in China

First, the functional orientation of group teaching is not accurate, and the relationship and connection with daily life and games are not clear.

Second, the educational goals in various fields are not clearly defined, and the core values are difficult to reflect.

Thirdly, the age characteristics, learning characteristics and actual development level of children's development in various fields are not accurately grasped, and the design of teaching objectives is inaccurate.

Fourth, the content of the teaching content is not large, and the degree of difficulty is not appropriate; The educational value of content with large gold content is often not fully explored.

Fifth, there is a lack of effective teacher-student interaction in the teaching process, insufficient inspiration and guidance, and more than enough indoctrination control.

Sixth, the teaching method is single, which does not match the learning characteristics of children, or although it is renovated, it is flashy.

These problems involve many aspects, some of which are of method and strategy, and some of which are of concept and understanding. However, it is obviously a fundamental problem to accurately locate the function of collective teaching in kindergartens and deal with its relationship with daily life and games.

Kiss Hello Ensure the effectiveness of group teaching activities in kindergarten:

1. Take the goal of collective teaching as the cornerstone, and pay attention to the feasibility and effectiveness of the goal.

The goal of collective teaching activities is the soul of the whole learning activity, and the accurate positioning of teaching objectives has become the basis and key to successfully preset the effectiveness of collective teaching activities. I think that effective teaching objectives must first be "real": that is, our goals must be real and reasonable, if the goal itself is virtual is unreasonable, not guided by the real development of children, then this activity is "wonderful" is still ineffective, effective teaching goals must be suitable for the age characteristics of children, do not position too high or too low, to let children "jump, pick".

Secondly, the goals of effective teaching should be "detailed": the goals should be specific, clear, and actionable, and the visible behaviors must be stated, and empty exaggerations should be avoided. In addition, the goal of effective teaching should be "complete":

It is necessary to have an integrated mindset and pay attention to the multiple values of education, including knowledge, skills, emotions, attitudes, abilities, etc.

2. Take teaching guidance as the main line, and pay attention to the strategic and inspiring nature of the teaching process.

Mr. Ye Shengtao said: Teachers do not teach in general, but in camera guidance. Any successful group teaching activity should be guided by the goal and run through the whole teaching activity with strategic teaching guidance as the main line.

Effective teaching strategies should be selected to improve children's interest in learning, and appropriate and effective questions should be used to guide children's independent learning.

3. Take teaching reflection as the guarantee, and pay attention to the pertinence and educational value of reflection.

Reflective teaching is a compulsory course for us. Targeted and valuable reflection can not only improve one's own quality, but also improve the effectiveness of group teaching, so that teaching can be effective. Reflection should not simply stop at the description of superficial phenomena, but should be deeper thinking.

After a teaching activity, it is important to think: Is the goal I have set to promote the diversity of the child? Is the material I chose the best material to accomplish my goal?

Are there other materials that are more suitable and simpler? Are the teaching strategies and questioning facilitation I use appropriate, effective, and appropriate? Can it trigger children to think deeply and **?

Is each link inevitably related and indispensable? Is the overall timing appropriate? Is there enough time for perception and questioning, exploration and discovery in the core link?

Are there opportunities and time for children to communicate and discuss with each other?

The connotation of effective teaching is actually very rich, and the above is only my superficial understanding. In the future, I should also study the theory of effective teaching in depth and constantly improve my theoretical level. I can learn a little more, reflect a little more, improve a little more, change a little more every day, and become a thoughtful and tasteful teacher.