Briefly describe the appropriate scope of group teaching activities

Appropriate scope of group teaching activities: Schools.

Collective teaching activities are a type of activity commonly used in schools in China, and they will be an irreplaceable type of activity for a long time. Because of its popularity, there are many problems, which are more obvious in the field of activity design, which is an important part of teaching activities.

Due to the unique planning, objective, systematic, organizational, and guiding characteristics of collective teaching activities, it is necessary to plan in advance, and the process of teaching design for teachers is essentially the process of rehearsing each link and each step of the actual teaching activities in the teacher's mind, and reasonable teaching design is the primary guarantee for the successful completion of collective teaching activities.

Objectives:

Teachers and students work together to create an environment that stimulates children's interest in exploration. Encourage children to ask questions about artichoke and express their feelings about artichoke in more coherent language. On the basis of existing knowledge and experience, children should cultivate their attitudes, practical abilities and innovative spirit towards scientific activities.

Some teachers also confuse the goal of the activity with the suggestion and process of the activity, and the goal of the activity with the content of the activity. Teaching goal design is the planning of the expected results of teaching activities, and it is an important part of teaching design. A normative and clear statement of the goal of the act should include:

The actor is the learner, because the behavioral goal describes the child's behavior.

Summary. Pro, the significance of group teaching activities:

1. Economical, efficient and fair, to maximize the rational allocation of educational resources.

2. It is conducive to cultivating children's sense of collectivity and better integrating into the collective.

The significance of group teaching activities.

The significance of collective teaching activities: 1. Economy, efficiency and fairness, and the maximization of the rational allocation of educational resources. 2. It is conducive to cultivating children's sense of collectivity and better integrating into the collective.

3. High-quality collective teaching can give full play to the leading role of teachers, and the teaching design is interlocking, stimulating children's participation and harmonious teacher-student relationship.

4. Collective teaching, homework can be assigned uniformly, which is convenient to grasp the learning situation of students and give corresponding guidance.

5. Being in a group is more conducive to the common growth of teachers and students, especially the development of children's physical and mental health.

Dear, I hope it helps you<>

<> the significance of collective teaching in kindergartens.

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Dear, this also applies to young children, I'll check it out for you again, is there a better answer than this<>

Dear, this is the courseware of the meaning of collective teaching for young children.

Group teaching activities are appropriate for the whole class. Generally, the teacher selects the teaching content, designs the teaching process, and implements the teaching process for the whole class according to certain teaching objectives and principles.

In group teaching, teachers exert educational influence on young children mainly through direct control. The so-called direct control method is manifested in the direct and clear transmission of educational intent. This method is a clear, simple, systematic, orderly, cost-effective way for teachers to act on young children.

Improvement of group teaching activities.

Group teaching activities are not just "teachers speak, children listen; The teacher demonstrates, the children see", that is, the collective teaching method is not equal to the direct teaching of verbal explanation. However, judging from the current situation of group teaching, direct teaching is still the main teaching method.

In the process of teachers' language teaching, children's learning is mainly based on receiving learning, and teachers' language activities have become the main way for children to acquire knowledge. Receiving learning with verbal explanation as the main teaching method requires learners to have a high ability to regulate and summarize thinking activities by speech.

However, children's language development is still at the level where the first signal system is dominant, and the generalization function of the second signal system is still very poor, so speech explanation is not suitable for them. Therefore, while it is necessary to teach some of the learning content directly to young children, it should not be the primary mode of teaching.

1. The topic of the reunion is too big and the positioning is vague

This is often the case for some teachers due to a lack of understanding of the development of children of all ages in kindergarten, as well as a lack of in-depth analysis and research of the selected content.

Under a big theme, all kinds of content have been touched upon in a "dragonfly" style, but none of them have been effectively sized. For example, in the science activity of "How do we survive the winter" in the middle class, the teacher not only guided the children to the winter habits of different animals, but also discussed the problem of how humans spend the winter. With so much content intertwined, not only did the organizers themselves have a vague concept, but the children were also at a loss after the event.

2. There is the idea of fear of difficulties, and only wants to be simple.

Manipulation and exploration are the main methods for young children to learn science, so teachers need to prepare a lot of materials for young children. This makes some preschool teachers.

The fear of difficulties arises and the desire to choose topics that require no material or very little material is used, and as a result, scientific activities are like language talks.

For example, when a teacher organizes a science activity on "How Animals Move", the whole lesson is to ask the children to talk about what animals they know and how these animals move, and then play a game to imitate the movement of animals. The whole activity was very dull due to the lack of material support, and the children's enthusiasm to participate was not high.

3. It cannot be carried out because it is difficult to collect materials.

Teachers are generally aware of the importance of materials to children's science learning, and also try to learn science by guiding children to manipulate materials, but because the selected topic is not easy to collect materials, they collapse into a material list.

First, the consequences of the limited number have seriously affected the effectiveness of the activities.

For example, in the science activity "Fun Stones" in Kindergarten, each child has only one pebble.

It can be operated, but how can you feel the fun of the stone?

4. The topic selection is not challenging.

Only when the selected content is of interest to children, meets children's needs, and has a certain degree of challenge, can children be attracted to participate in activities, actively explore and learn. Some teachers do not understand the characteristics and interests of children's age, and the eggplant makes the selected topics too shallow or too difficult, resulting in children having no interest in activities.

For example, in the kindergarten science activity "Preparing Bubble Water", teachers prepared hand sanitizer and laundry detergent.

Soap flakes and dish soap.

Four ingredients for toddlers to try to make their own bubble water. Because the materials prepared are easy to make bubble water, and the operation method is very simple, it is not challenging for the kindergarten children, so the children completed the task in a few minutes, and then ran around to do other things.

Summary. Dear, I'm glad to answer your <>

How should teachers flexibly choose teaching methods according to the content of group teaching activities: 1) choose teaching methods according to teaching objectives, 2) choose teaching methods according to teaching content. 3. Choose teaching methods according to the state of intelligence. 4. Choose teaching methods according to the quality of teachers <> their own

How should teachers flexibly choose teaching methods according to the content of group teaching activities?

Kiss, very happy to answer for you<>

How should teachers flexibly choose teaching methods according to the underwear of group or book teaching activities: 1. Choose teaching methods according to teaching objectives, 2. Choose teaching methods according to teaching content. 3. Choose teaching methods according to the state of intelligence.

4. Choose teaching methods according to the quality of teachers <> their own

Parenting and development: When teachers choose teaching methods, they should maximize the use and role of the teaching environment when time conditions permit. In the past, teachers usually used a blackboard and a piece of chalk to teach with Sun Qiao, but now, the electronic teaching methods of various schools have been quite popular.

How should preschool teachers flexibly choose teaching methods according to the content of group teaching activities?

Kiss and choose appropriate teaching content to make children interested in participating (1) Close to children's life experience Everyone's growth is based on their own experience, and experience is the best friend of children. Therefore, the teaching content should not only meet the age level of the children in the small class, but also pay attention to the children's pure experience and dig out the content close to the children's life, only the teaching close to life is more conducive to the children's understanding and mastery, so that they have a strong interest in the content of learning, and actively participate in the activities. <>

Collective teaching activities are learning activities in which teachers guide all children in an organized and planned manner around the objectives of the activities. Before carrying out group teaching activities, teachers need to prepare the activity venue, activity content, activity materials, teaching plan and other contents in advance.

The themes of group teaching activities include teachers, children and other personnel, and the forms of group activities, regional activities, student activities and game activities are carried out. Collective teaching activities are currently the actual existence of Chinese kindergartens, should also exist a form of teaching, teaching methods mainly include explanation, talk, question, guidance, prompt, mediation, encouragement, comfort, demonstration, demonstration, listening to the tomb and questioning; The main methods of learning are experiments, participatory experiences, games, performances, observations, discussions, and debates.

The principles of the implementation of collective teaching activities are: the life of the activities; gamification of activities; the integration of activities; selection and effective use of activity materials; the role of teachers and children in the implementation of activities; Freedom combined with norms; Combining the collective with the individual; Combination of work and rest; Combination of movement and static. Among them, the principle of selection and utilization of activity materials is simple, simple, close to life, and can be used for multiple purposes.