What are the details of the teaching activities in the kindergarten group teaching activities?

Nowadays, children spend most of their time in school, so most of the education they receive is in school. Because children's development is not yet complete, their cognition of the world is not clear, so they have all their views on the outside world are based on the behavior of others, and they may also learn the behavior of others. Therefore, some of the things that children are exposed to in school become particularly important, because this may be the direction of children's learning.

Therefore, in order to develop children's hands-on ability, some schools will always hold some activities in different ways. So do you know what are the benefits of kindergarten group teaching activities for young children? Let me answer it for you.

Each child is an independent whole, so the way they make new friends is through some group activities, and these teaching activities held by the kindergarten can be seen as a small group activity. And in the activities, each child needs to help each other, which can enhance the feelings between the children, but also make the children make more friends, so that the children's character becomes open, which is very beneficial to the children's future and development. At the same time, this kind of group teaching will also develop the children's intelligence, because it is the children who learn together, so they will scramble to "express" themselves, hoping that teachers and good friends can notice themselves, and also hope to get the attention of others.

Moreover, participating in various activities can actively mobilize children's curiosity and keep them curious about their future life, which is also conducive to the formation of children's unknown psychology. At the same time, such collective teaching activities can also greatly improve the children's enthusiasm for learning, so that children can learn a lot of knowledge in play, and at the same time, it will also make children like learning and feel that learning is an interesting thing. In this way, it will make children have a great interest in learning and will fall in love with learning.

In fact, this kind of collective teaching activities held by kindergartens have many benefits for children. Because the mission of the school is to teach and educate people, many of their activities and competitions are from the perspective of children, and they are also for the good of children. Therefore, parents should also actively support this kind of group teaching activities, and support the children to actively integrate into it, which is very helpful for the child's character and future.

The advantage for children is that they can cultivate a sense of collectivity in children, and they can also establish a concept in the process of playing, and finally they can solve problems with other children when they encounter them, and they are particularly responsible and willing to share.

It can make children more collective, more respectful of the fruits of collective labor, make children more adaptable to the collective, pay more attention to the collective, and let children better integrate into the collective, which are all benefits for children.

The common teaching methods used in kindergarten group teaching activities are as follows:

1. Inspired exploration method.

The purpose of the heuristic exploration method is to rely on the mathematical knowledge and experience that children have mastered, to inspire them to explore and obtain new knowledge, which is an important method for children to learn mathematics under the guidance of teachers, which can maximize children's enthusiasm for learning and fully mobilize children's initiative in learning.

2. Game method.

The purpose of the game method is to arouse children's interest in learning mathematics through play. Play is a very important way and method for children to learn mathematics, and it is also an effective means for children to acquire mathematical knowledge and thinking development. The main game methods include games with plots, such as watching movies and sitting in seats according to the ticket number; The game of using the senses is as dusty as listening to the sound of drums; Verbal games, such as counting songs.

3. Inductive deduction method.

Induction is a method of generalizing simple essential characteristics and laws with the help of existing knowledge to obtain new mathematical knowledge. The deductive method is a method of reasoning using the knowledge with regularity to obtain new mathematical knowledge. Through these two methods, children can acquire initial reasoning skills and can use them to learn new mathematical knowledge.

4. Biased interaction.

It is manifested in the selection of interactive objects. Teachers have a clear tendency to choose the objects of interaction, and in contrast, children with strong ability have more opportunities to interact with teachers, and there is also a phenomenon of "different from person to person" in the allocation of interactive content and time.

The interactive forms of group teaching activities in the kindergarten are as follows:

1) According to the different initiators, the teacher-child interaction can be divided into the interaction initiated by the teacher and the interaction initiated by the child. Teacher-initiated interaction is one of the strategies for teachers to guide children's active activities in educational activities, and it is also the main type of teacher-child interaction in educational activities.

The teacher-child interaction initiated by children is often initiated when children find problems and face confusion in activities, but in order to form a substantive teacher-child interaction, teachers are also required to respond in a timely manner.

2) According to the role positioning of teacher-child interaction, teacher-child interaction can be divided into: oblique interaction and parallel interaction. Oblique interaction, that is, in the process of interaction, the teacher occupies the center of the activity, condescendingly interacts with the children, the leading power of the interaction is in the hands of the teacher, and the children are in the position of passive interaction.

Parallel interaction, teachers and children in educational activities, equality with each other, peer-to-peer communication, cooperation and interaction.

3) According to the role of teachers in teacher-child interaction, teacher-child interaction can be divided into: control, cooperation, participation, and support.

In the controlling teacher-child interaction, the teacher controls the content, method and rhythm of the teacher-child interaction, and the child passively accepts the interaction. Cooperative interaction is when teachers and children are on an equal footing, working together, cooperating with each other, and solving problems. Interactions are initiated by both teachers and children.

Participatory interaction means that teachers actively participate in children's independent activities, become a member of the activities, interact with children, and complete activities together. Supportive interaction is when the teacher acts as a supporter of children's self-directed activities, providing support and assistance to children when they need it. Interactions are mainly initiated by young children, and teachers do not initiate interactions when children do not need them.

Commonly used guidance methods in kindergarten group teaching: demonstration and explanation method, observation and discussion method, operation practice method, game activity method, visit method.

Example: Observation

One of the intuitive teaching methods in kindergarten is the method of using observation to educate. The main method of science education teaching activities refers to perceptual activities with an intended purpose. Method of Observation:

Refers to the specific way of looking at things. According to the purpose of observation, the selection of scientific observation methods will improve the efficiency of observation.

1. Children's spontaneous observation: children take the initiative and spontaneously observe the novelties around them without the guidance of teachers. Such as: airplanes in the sky, ants under trees, etc.

2. Observation of individual objects: In a certain period of time, organize children to observe an object or phenomenon, so that children can grasp the name, external characteristics, functions, and relationships between people and society of this object or phenomenon, so as to obtain relevant superficial knowledge. For example, the general understanding of food, animals and plants are used in this way.

3. Comparative observation: refers to organizing children to observe two or more objects and phenomena and compare the similarities and differences between them. Through analysis, comparison, judgment, and thinking, we can understand things more accurately, meticulously, and completely, and form concepts.

For example, recognize shapes (squares and rectangles), recognize evergreen trees and deciduous trees, etc. It can also be divided into overall comparison and decomposition comparison. Overall comparison is the overall comparison of two or more things to find out their similarities, opposites, and similarities.

Decomposition comparison is the comparison of two types of objects one by one, locally.

4. Long-term systematic observation: also known as "follow-up observation". For a long period of time, organize children to continuously observe the development and change of a certain object or phenomenon intermittently and systematically. For example, observe the plants in the planting corner, the changes of the moon, etc.

5. Observe from head to toe and top to bottom.

6. Characteristic observation method: It is a relatively static observation of the most important or certain aspects of the observation object and the accompanying signs.

7. Decomposition observation method: It is to carefully decompose and observe all parts of the observation object, and then synthesize them to achieve the purpose of clearly understanding the whole picture.

8. Exploratory observation: that is, to observe the connection, transformation, cause and effect between things and explore.

Summary. Third, the application of the Guidelines in group teaching.

1. It can help teachers understand the core values of education in various fields.

The Guidelines are based on the goals and educational recommendations for the development of the five areas of healthy language, social sciences and arts.

2. Misunderstandings that should be avoided when using the Guide in group teaching.

In short, it is necessary to take the "Guide" as a driving force to improve the appropriateness and effectiveness of collective education, truly understand the core values, basic objectives and concentrated reflection of children's learning characteristics and development laws in various fields of the "Guide", and grasp the key points of guidance.

This paper briefly describes the problems existing in the collective teaching activities of kindergartens in China, and illustrates how to use the guide to improve the collective with examples.

Hello I have received your question, I am happy to answer your question, wait a minute, reply immediately.

The problems existing in the collective teaching activities of kindergartens in China are briefly rewritten, and how to identify and use the guidelines to improve the collective teaching activities with examples. First, the pros and cons of collective teaching and the problems in collective teaching in kindergartens in China. The so-called kindergarten collective teaching activities are used as a kind of activity to carry out kindergarten life together with one-day life activities and activity area activities.

Specifically, it refers to the educational activities that the teacher organizes in a purposeful and planned way for all children in the class to participate. Including the educational activities pre-planned and generated by the teacher, the whole class will carry out educational activities that will be divided into small training groups at the same time.

Second, a premise for improving the quality of collective teaching: accurate positioning.

Compared with daily life games, kindergarten group teaching, so teachers have a purpose and plan to organize educational activities, so the learning of English should have a more active role in promoting and guiding Zheng Zao.

Third, the application of the "Guide" in collective teaching. 1. It can help teachers understand the core values of education in various fields. The Guidelines are based on the goals and educational recommendations for the development of the five areas of healthy language, social sciences and arts.

2. Misunderstandings that should be avoided when using the Guide in group teaching. In short, it is necessary to take the "Guide" as a driving force, improve the appropriateness and effectiveness of collective education, truly understand the core values, basic objectives and development laws of children's learning in various fields of the "Guide", and grasp the key points of guidance.