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幼儿文学作品对话教学的开展要以理解幼儿文学作品为前提,这包括教师对幼儿文学作品的理解和教师对幼儿理解文学作品的预设;在此基础上,开展对话时要遵循从“幼—文”到“幼—师”再到“幼—幼儿自我”的对话转向,这一螺旋式上升的不断展演构成了幼儿文学作品对话教学最核心的过程。幼儿文学作品对话教学在生活世界的延展,一方面要让幼儿在个体文学性的生活中实现自我,另一方面,要让幼儿在公共日常性的生活中学会包容。
The dialogue teaching of children’s literary works should be based on the understanding of children’s literary works. This includes teachers ’understanding of children’s literary works and teachers’ preconceptions for young children’s understanding of literary works. On this basis, - “to” young - teacher “and then to ” young - child self "dialogue, this spiraling continuous performance constitutes the core of early childhood literature dialogue teaching process. The extension of children’s literary dialogue teaching in the living world, on the one hand, should allow young children to realize themselves in the individual literary life, on the other hand, they should let them learn to be tolerant in the daily life of the public.