How to solve the problem that the form is not rich enough in the small class paper art course

When carrying out vocational activities in kindergarten, teachers should know the students and let the kindergarten children complete them independently.

First of all, in order to present a clearer effect, I borrowed a self-made PPT to assist teaching, and wanted to lead to the storyline step by step as the picture appeared. In the process of gradually revealing the plot, we constantly guide the development of children's guessing of the plot and cultivate children's oral expression skills. Then, through the teacher's guidance, the child can actively read the picture.

Picture books are an independent form of books, words and pictures bear the important responsibility of storytelling, picture books are characterized by more text and less, and even some only**no text, which means that how the teacher guides children to read the picture is a very important activity, children are actively responding to my questions, but the overall grasp is not outstanding enough, so that it gives people the feeling of showing a picture, asking questions to explain, and then showing a picture, and then asking questions to explain the feeling, more rigid, not innovative enough.

In teaching, the teacher can guide the children's reasonable and rich imagination. According to the characteristics of the child's age, when the child reads a book, he will not only associate it with real life, but also other literary works, and imagine himself as a favorite character in this work. For example, children will observe the expression, movement, posture, and speech of the piglet, and imagine the development of the story and experience the wit and cuteness of the piglet.

In this way, the children revel in the world of their imagination and enjoy the joy caused by the work. These imaginary contents make picture book reading not only limited to the picture book itself, but also make picture book reading more abundant and three-dimensional.

Finally, life experience transfers. From the wit of the little pig in the story, he turned danger into luck, and migrated to life to be calm and find a way to face difficulties. This is a natural part of the process, and it seems inevitable.

But it also made me wonder if there was really a need for this, and would it seem far-fetched to forcibly relocate?

In short, when teaching picture books, teachers should try their best to attract children through their vivid language and rich expressions, and try to guide children to observe carefully and imagine reasonably, so as to stimulate students' imagination and cultivate children's good habits of reading and expression.

In the public exhibition of the subject group in the Central District, I taught the language activity "When I am Sick". After many instructions and revisions, the plan of the activity was decided. Whether it is from the writing form of the activity plan, or the clear level and conciseness of the content, I have received a lot of inspiration.

3. Make up reasonable stories with different plots. The activity goal puts the emotional goal first, and the next two competency goals are progressive. According to the objectives of the activity, work out the key points and difficulties of the activity.

Able to combine life experience, according to the details, make up reasonable stories with different plots. In order to facilitate the on-site operation, the PPT is replaced with a large ** to facilitate the adjustment of ** when arranging the drawing. According to the objectives, key points and difficulties of the activity, the activity process was formulated

1. Teacher-child talks, introduction activities. 2. Show **, observe the picture, and initially perceive the content of the single page. (1) Show **1, and the teacher guides the children to understand the **content.

Ask individual children to tell the content in full. The teacher demonstrates the story. (2) **2-5, children observe and tell in groups.

Divide the children into four groups, each group has a **, and the children observe, discuss and tell. Each group sends a child to tell the content. 3. Children operate and put together small **, placed on the layout board in an orderly manner, create stories, and teachers tour to guide.

4. Ask individual children to show the order of the layout board and create a story. Before telling a story, you need to say the name of the story. 5. The teacher tells the story completely.

6. At the end, arrange the ** in different orders and tell different stories.

In the process of teaching, I try my best to make the teacher's questions targeted, which can stimulate the children's imagination, so that the children can speak more in the process of telling, use more complete language to speak, pay attention to respond to the children's language, and pay attention to the participation of each child. But at the same time, there are many deficiencies, and I also learned a lot of good suggestions in Director Gao's comments later. As Director Gao said

I think I still need to strengthen my cultivation in order to make progress in my teaching career in the future.

I am very grateful to the leaders of our language group, Mr. Xu and Mr. Wang, for giving me such a good opportunity to exercise and grow, and sincerely helping me revise the lesson plan over and over again, listening to my lectures, giving me comments, and pointing out what I still need to pay attention to. Through this activity, I first understood the process of arranging and narrating in language teaching, and gained the wisdom I had experienced in the public exhibition activities, and I had a qualitative change and improvement in teaching thinking. These will be a valuable asset and a wonderful memory in my teaching career!