实习报告英文版

First,thepurposeofinternship1,combiningtheorywithpractice,applyingtheorytopractice.Atordinarytimes,theknowledgeintheclassroomisstrongerthanthatinpractice,andthetheorywhichisnottestedbypracticecannotstanduptoscrutiny.Afterall,theknowledgeofbooksisdead,andtheremaybeavarietyofsituationsinpractice,notbookknowledge.Inaddition,inpractice,theapplicationoftheoreticalknowledge,theorytoguidepractice.Accordingtotheproblemsfoundintheteaching,weshouldfindthedirectionofinstruction,perfecttheteachingandimprovetheteachinglevel.2.Understandandunderstandtheworkandoperationofkindergarten.Deeplyunderstandtheteachingtask,purposeanddevelopmentdirectionofkindergarten.Inschool,wearestudents,andwehaveneverstoodintheperspectiveofeducators.Moreover,thestudentswefaceareinfantsandyoungchildren,whichaddstoourchallenge.Wedonothavetheabilitytosolveproblemsindividually.Classroomlearninghasnottaughtusthisability,sowemustgointotheschool,intothefrontline,directlywiththestudentsfacetoface,undertheguidanceofotherteachers,graduallylearning,graduallyadaptto,andgraduallyintothesituation.3,enhancesenseofresponsibilityandcareer.Asstudents,wehavenotyetenteredthejobmarket.Wehavenotstartedourprofessionalcareeryet,andstillhaveaspecialcareerasakindergartenteacher.Wedonotunderstandinfantsandyoungchildren,donotknowhowtoface.Kindergartenisanobleprofession,anditisdesirable,butwehaveneverexperiencedit.Idon'tknowthehardshipsandthedifficulties.Onlythroughpracticecanweunderstandtheparticularityofthisprofessionassoonaspossibleandpreparewellforit.Knowinadvancethehardworkyouneedtodevoteyourselftotheprofession.Onlyinthiswaycanwecultivatealoveforourprofession.4,findthegap,improvethequalityofability.Theprocessofpracticeisalsoourcontinuousimprovementprocess.Wealwaysfeelthatwehavelearnedtheknowledgeweneed,andwearefullofconfidenceinthefuture.Onlythroughpracticecanwefindwhatknowledgeandpracticalneedswelack.Onlyknowtheirownshortcomings,inordertoconsciouslystudy,makeupfordeficiencies.5,cultivateandchildren'sinitialfeelings.Onlyfromtheheartofloveforinfantsandyoungchildren,inordertobetterdoagoodjob,inordertoputemotionintowork.Wefacethespecialgroupofinfantsandyoungchildren,especiallytheneedforlove,andsomeminoromissions,willhaveseriousconsequences.Throughpractice,itcancultivatechildren'sfeelingsandgodeepintotheemotionalworldofchildren,whichiscrucialtopreschooleducation.Onlybycultivatingthedeepfeelingscanweservethembetter.Two,internshipcontent1,throughthestudyofopenclass,observethekindergartenclassteachingactivities,andunderstandthenatureandprocessofkindergartenwork.2,throughvisits,observationofkindergartenenvironmentlayoutandconstruction,tounderstandthecharacteristicsofkindergartenenvironmentallayoutandenvironmentofkindergartenteachingrole.3,learnhowpreschoolteachersorganizetheirteachingactivities,andunderstandtheirfuturerolesandworkingconditions.4,observethenurseishowtocarryoutteachingwork,tolearnhowtodotheteachingwork.5,understandthekindergartenforkindergartenteachersqualityandabilityrequirements,cleartheirownprofessionalcharacteristicsandthedirectionofefforts.6.Studythedailyactivitiesandunderstandthebasicmethodsofkindergartensecuritywork.7,prepareathemepracticecourse,teaching,tofindtheirownproblems.ThreeinternshipresultsInthefaceofinfants,weonlyhavetheoreticalknowledgeisnotenough,theinfantisdifferentfromyoungpeople,butalsodifferentfromthechildren,theircognitivelevelisstillverylimited,isstillinthestageofrapiddevelopment,alldidnotreachthelevelofmaturity.Facedwithsuchagroup,wecannotconsidertheproblemfromtheadultpointofview,weshouldalsoconsiderourselvesasoneofthem,andwecanthinkabouttheproblemsintheirway,sothatwecanachievethedesiredeffecttothemaximumextent.Tomeettheneedsofchildren'spsychologicaldevelopment,tocarryouteducationalactivities,torespecttheirdevelopmentstages,togiveappropriatehelp,andtopromotetheall-rounddevelopmentofinfantsandyoungchildren.Notwithhisownthoughtstogaugetheirthinking,theythinkit'saverysimplequestion,forinfantswouldbeacannotunderstand,atthistime,thewayweexpressclearlytothemseemstobemoreimportant.Insteadofthinkinginanadultway,weshouldfocusmoreonthepointofviewthatinfantscanunderstand.Intheprocessoflearning,differentteachershavedifferentwaysofteachingorganization.Inthefaceofthesedonothavetheself-controlabilityofinfantsandyoungchildren,therearemanyunexpectedsituationhall,theorderofthisgroupofinfantscouldnothavebeendestinedtotheclassroomverywellmaintained,someteachersaretoostrictbymanagementtomaintaintheteachingorder,somegoodtoresolvethisproblembyusingtheguideway.Obviously,Idonotapproveoftheexcessivemanagementofinfantsandyoungchildrentoomuchbondage,fromthepointofviewofinfantgrowthanddevelopment,itisnotdesirable.Thisagestageitselfisinconstantdevelopmentandchange,forinfantsandyoungchildren'sfuturedevelopmentofpersonalityplaysavitalrole.Allactivitiesinclassarenotperformedinaccordancewithapredeterminedprocedure.Theprotagonististhechild,nottheadult.Childrencanexercisethemselvesattheirownpleasureandcanmovefromoneactivitytoanotherwithoutrestraint.Wemustadaptourselvest