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在集体教学活动中,我们经常会遇到这种情况:个别幼儿答非所问,与教师的预设不一致,很多时候会因此导致教学活动受阻。在大班绘本集体教学活动“鼠小弟的小背心”中,我就碰到了涛涛的几个答非所问。《鼠小弟的小背心》的主要情节是这样的:鼠小弟很喜欢妈妈织的小背心,鸭子、猴子、海狮、狮子、马、大象等看到了,都跟鼠小弟说:“小背心真漂亮,让我穿穿好吗?”……我设计的教学目标是:(1)观察各种动物穿上小背心的画面,理解动物的感受及小背心发生变化的原因。(2)乐意使用绘本中的语言进行复述,并尝试用动作、表情来表演故事。在教学活动过程中,我提的第一个问题是:“小鸭想穿小背心,你们猜鼠小弟会借给它穿吗?”我的话音刚落,涛涛就大声问道:“小鸭穿得下吗?”我回应道:“你是想说,穿得下就借,穿不下就不借,是吗?”涛涛回答说:“穿不下。”我说:“你的意思我懂了,就是不借。”过了一会儿,“猴子”出场了,涛涛又问:
In collective teaching activities, we often encounter this situation: Some children ask questions that are inconsistent with teachers’ preconceptions and often lead to the obstruction of teaching activities. In the large class picture book collective teaching activities “mouse little vest ”, I encountered Tao Tao several non-questioning. “Mouse little vest,” the main plot is this: little mouse lover like to weave a vest, ducks, monkeys, sea lions, lions, horses, elephants and so on, all told the rat said: “little vest Really beautiful, let me wear it? ”“ ... ... My teaching objectives are designed to: (1) observe a variety of animals put on a vest picture, understand the feelings of animals and vests change the reasons. (2) willing to use the language of the picture book to repeat, and try to use action, facial expressions to perform the story. In the course of teaching activities, the first question I raised was: ”The duckling wants to wear a vest, and you guessed the little brother will lend it to wear?“ ”My voice was gone and Taotao asked loudly: “Duckling dressed? ” I replied: “You want to say, wear under the borrow, can not wear without, is it?” Tao Tao replied: “can not wear. ”I said: “ You mean, I do not understand. ”“ After a while, ”Monkey " appeared, Tao Tao asked: