Taking an open class is an inevitable experience of every preschool teacher in his teaching career, and it is also an indispensable part of the evaluation of preschool teachers' professional titles and various promotions. A successful open class embodies the teaching skills of preschool teachers, establishes their position in the eyes of peers, and paves the way for the smooth development of future work. It is every teacher's wish to have a good open class, so how can we have a good open class in kindergarten? First, we should make full preparations and have a good open class. (1) Preparation contents 1. Pay attention to the operability of the content-if the content of the open kindergarten class is well chosen, it will be half the battle. Generally speaking, it is not only in line with the age characteristics of children who are active and fun, but also in line with the quality class standards in the eyes of the audience. Because every audience will be sincerely proud of the children and admire the kindergarten teachers when they see them exploring and learning in operation! 2. Conform to your own teaching style-teachers should try their best to choose what they are familiar with and conform to their own teaching style, so as to prepare lessons calmly, come to class calmly and show their best side to the audience. If it doesn't conform to your own teaching style, for example, a teacher who is not very emotional chooses the teaching content that pays attention to emotional experience, then the teacher will feel unable to speak freely in this class. 3. Consider climate, environment and other factors-when choosing the content of open classes, kindergarten teachers should comprehensively consider climate, environment and other factors and choose high-risk open classes, such as "I Play Games with the Sun". If it is cloudy or rainy, the teaching effect will be greatly reduced. (2) Whether the target lesson preparation can attract children and audience depends on whether its design is flexible and whether the teaching method is novel. Teachers should pay attention to innovation when preparing lessons, and strive to have a good class with their own style and characteristics. 1. The "zone of proximal development" suitable for children-the activity goal is too difficult to be conducive to children's development, and too simple will make children feel boring and uninterested; Teachers should set the goal of "jumping and touching" for children according to the theory of "zone of proximal development", but this degree is difficult to grasp and teachers need to fully understand the level of children. 2. The activity goal should be intuitive-whether the open class is good or not depends on the completion of the activity goal. Quantitative activity objectives allow the audience to objectively evaluate the open class and let the audience see the classroom effect, while abstract teaching objectives, such as stimulating children's curiosity and enriching children's imagination, are subjective and difficult to objectively evaluate, and should be avoided as far as possible. (3) Prepare yourself 1. Knowledge reserve-"To supply a bowl of water to children, teachers must have a fresh water tank". Before attending an open class, preschool teachers should have a deep understanding of the teaching characteristics in various fields, be familiar with the whole teaching system, be omniscient, and be properly and effectively integrated. (d) Prepare children 1. Experience reserve-children's life experience directly affects the effect of open classes. When choosing an open class, you should consider your child's existing experience. If you need to collect information in the early stage, you should arrange your child's related activities in advance so that your child can accumulate the necessary experience. 2. Age characteristics-Young children are direct participants in the activity, and their state directly affects the effect of the open class. When preparing lessons, we should combine children's age characteristics and life experience, attract them with things or topics they are interested in and arouse their enthusiasm. For example, small classes are not suitable for textbooks such as Wolf and Witch, while children in large classes like this exciting teaching method. 3. Pay attention to individual differences-different children have individual differences. When preparing lessons, we should consider the differences of different children's abilities, set different gradient questions for children at different levels to answer, and let each child experience the joy of success, which is of great help to enliven the classroom atmosphere and improve children's enthusiasm. (5) Prepare for emergencies. In class, you often encounter emergencies, which hinders the smooth progress of the class. When preparing lessons, teachers should try their best to anticipate possible phenomena and try their best to control the incidence of these accidents to zero. For example, what activities should be temporarily added after completing the teaching task and before class is over? In case the time is tight and the prepared teaching content has not been completed after class, which links should be deleted and so on. With all kinds of preparations, we can be calm and comfortable, so that the open class can proceed smoothly and receive the expected results. (6) Whether the audience in the open class is fully prepared is directly related to their own teaching skills, and even improved. Preschool teachers should not only consider the children's learning effect, but also consider the listener's feelings and evaluation, and integrate into our classroom. 1. Multimedia teaching-Some listeners are often not familiar with the teaching content and requirements, so it is difficult to keep up with the ideas of teachers and students during the class, and it is also difficult to make a correct evaluation of this class. Multimedia courseware can intuitively put the content, key points and ideas you have taught on the screen through beautiful and dynamic design, so that children and listeners can see at a glance and get the message. 2. Export-oriented activities-games, debates, performances and other forms of export-oriented activities can increase the participation opportunities of the audience, so that they can also understand the children's dynamics, laugh with the children, be confused together, or suddenly realize, create a very harmonious classroom atmosphere and make the audience feel happy. (7) preparation of teaching method 1. Make good use of heuristic teaching-a straightforward story deprives children of their sense of success in acquiring knowledge after thinking, which easily makes them lose their enthusiasm for participation and makes the classroom boring. Heuristic teaching, from shallow to deep, is induced layer by layer, and finally the correct answer or conclusion comes from the mouth of the child, not the teacher himself. It not only firmly attracted children's attention, but also avoided "word for word", which became an exchange activity in which everyone participated, enlivened the classroom atmosphere, and made children particularly impressed with knowledge, with stronger flexible application ability, and received good teaching results. For example, a teacher said, "Goodness is next to women, and the sea is next to the three-point water, so clap your hands, right?" I said it myself. 2. Pay attention to the interaction with children-teachers should pay attention to the communication with children in the teaching process, find the confusion of children and explain it clearly in time. At the same time, we should also grasp the activities or things they are interested in and use appearances and rhythms to arouse children's enthusiasm. Teachers and students cooperated tacitly, and * * * pushed the activity to a climax. 3. Teaching links should be natural-a class always consists of several links, and it takes several steps to explain a certain knowledge point. In our teaching, the focus is on the determination of the goal, the grasp of the dimension (listening, speaking, reading and writing), the grasp of the gradient (breaking down the difficulty, taking small steps up), the grasp of the key (all steps of curriculum setting should be based on the focus and difficulty of each class) and the grasp of the quantity (five stimuli in one class). When preparing lessons, teachers should pay attention to the natural connection between these links or steps, and strive to follow the rules and leave no traces. In this way, the thinking of a class is very clear, and children's thinking will not be interrupted because of a sudden interruption or sharp turn in a teaching link, so that they will be fluent and active, and the audience will feel that the whole class is a perfect whole, which is inseparable from the above aspects. 4. Diversified teaching methods-Choosing a handy teaching method is half the battle. Each teaching method has its advantages and disadvantages. When choosing, we must carefully analyze the function, scope of application and our own reality of each method, and avoid cutting the foot and fitting the shoes, which is self-defeating. 5. Play with teaching AIDS-intuitive and vivid teaching AIDS can help children understand some abstract or incomprehensible contents, thus ensuring the smooth progress of open class teaching. The audience will also leave a good impression on the open class when they see the children learning in the operation and the real effect! (1) Be innovative-children naturally love to play. In open classes, letting children "play" with teaching AIDS can attract children well, and they are willing to operate and play with teaching AIDS, so that the whole class can proceed in an orderly manner. However, preschool teachers should pay attention to playing new tricks to make the audience feel refreshed and add points to their open classes. (2) the appropriate specifications and colors-teaching AIDS should be exquisite, generous and beautiful, not less than 2cm. The younger the child, the bigger the picture. Some teachers draw badly, which is just the opposite. (3) Rational use-using the right teaching AIDS at the right time can not only attract children, but also enrich the content of open classes. Some teachers have attended two-thirds of the classes, and the teaching AIDS have come out. Children can't sit still for a long time, which seriously affects the effect of open classes. Second, the open class 1 problems that should be paid attention to. Teachers' words and deeds-teachers with standard Putonghua, clear articulation, natural teaching attitude, affinity and beautiful qualifications will always leave a good impression and add points to their teaching. Therefore, kindergarten teachers should pay attention to the coordination of oral language and body language in each link, attract children's attention with eyes and movements, but don't over-express, so as not to make the listeners nervous and make the teaching effect greatly reduced. 2. The teacher's mirror demonstration-for young children, it is still difficult to distinguish between right and left hands. When demonstrating, the teacher must make a mirror demonstration, such as "salute and brush your teeth". The teacher should use his left hand, and the basic sequence of movements should start from his right hand, which should not be too casual, because it is necessary to do a good job of connecting children and conform to the education of the school, from left to right and from inside to outside. 3. The class teacher-whether the class teacher helps or not directly affects the teaching effect of the open class. When preparing lessons, the class teacher should also be familiar with the use and operation of teaching plans and playing teaching AIDS. When attending an open class, the head teacher should pay attention to the state of each child, help organize children's activities, maintain the order of activities, and help the main class to deliver teaching AIDS, so as to achieve "seeing all directions and listening to all directions", but this does not mean that a main class teacher should rely entirely on the head teacher, and the main class teacher should have complete control ability to finish the class alone. 4. Guidance language-the guidance language specification should be reflected in every link. Clear-cut guidance language can make children accept it happily, and avoid speaking too fast and lengthy guidance language, which leads to loose links. Some teachers are used to using "here, there, ah, ah, ok baby" in class. Open classes should be avoided as much as possible. Some spatial words can be used instead, such as "left and right, back and forth, up and down", especially when guiding children to read, hold a pen, use scissors, origami and other operational links, we should know fairly well. In addition, bilingual teaching is our important goal and task. English should be infiltrated and applied to every link, such as "OK, come here, go back, stand up and sit down" and other daily expressions, which will be handy to use. 5. blackboard writing-that is, typesetting and writing are beautiful. Writing on the blackboard is the embodiment of teachers' basic quality, so we must practice it often. If you want to write on the whiteboard, you must influence the children subtly. If the writing is ugly or uncertain, you can print it first, and then make cards and word cards to ensure good results in class. However, if something happens outside your lesson preparation, such as unexpected words and phrases spoken by children, the teacher should write them on the blackboard immediately and can't ignore them. 6. Classroom routines-don't repeatedly emphasize routines in class. Too much restrictive language will distract children's attention, affect the completion of teaching objectives and waste time. The language of open class teachers should be compact and rigorous, which is also the embodiment of classroom adaptability, which requires teachers' brains to be flexible. It is also a part of our usual teaching routine training results. 8. Standing posture/squatting posture-the standing posture in the classroom, as the main class teacher, should consider whether your words and deeds are within the child's sight. 9. The state of the child-the state of the child directly determines the quality of your class. Take the child to answer the question, the child's voice is small. Teachers should encourage children to speak loudly, and know that answering questions is not a test of children's learning, but a process of driving children to interact with the whole class. Third, the psychological factors that affect the effect of open classes 1. Poor state-when facing everyone in the open class, the teacher is worried that he is not good at it, is easily unstable due to psychological factors, and is difficult to enter the state, which leads to his inability to really play his teaching level. Teachers should believe that "wise men sometimes nod", not to mention us! 2. Aggressiveness-the teacher in class is afraid of "making a fool of himself". To a large extent, the teacher scares himself and can't get along with himself. We should face up to the fact that "people are not sages, to err is human". On the contrary, teachers should not only worry about "making a fool of themselves", but also dare to "make a fool of themselves" and actively show their ability level and teaching effect to the examiners. 3. Utilitarian mentality-taking this as the criterion, open classes will inevitably be given special significance in one way or another. If teachers are bent on winning the prize or have high hopes for it, they can't go into battle lightly. This is also an important reason why teachers fail in class. Preschool teachers should pay attention to the process of things, not the result. Encourage yourself with "I am normal, I generally regard it". Getting rid of these extra ideological burdens is also conducive to the normal play of classroom teaching level. Then, it is a matter of course to have a good class and win prizes. Editor's Note: To sum up, a high-quality open kindergarten class requires kindergarten teachers to prepare lessons carefully and treat them with a normal heart. Don't give yourself too much psychological pressure. After all, "smart people sometimes nod." As long as you are careful, adhere to the "child-oriented development" and promote the development of every child at the original level, it is a valuable open class.
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