论文部分内容阅读
观察是有目的、有计划、较持久的知觉过程,是幼儿认识世界,获得知识的重要途径。但幼儿的年龄特点决定了他们不会有目的、有计划地进行观察,作为教师,该如何指导呢?我做了一些有益的尝试。 一、为孩子提供良好的环境和观察对象 幼儿的观察时间比较短,注意力容易转移,而提供良好的环境和观察对象,是保证观察活动开展的前提。所以,我每次带幼儿观察,目标都比较集中,范围也不大大:一棵树、一条金鱼、一片草地。同时注意选择有一定新奇性的对象,对司空见惯的事物也尽量让他们看到其中新奇的一面。办公室前的梨树、桃树,河岸边的柳条,动物园的猴子,公园里的一草一木都成了小朋友们的“长期观察点”。
Observation is a purposeful, planned and long-lasting process of perception. It is an important way for young children to know the world and gain knowledge. However, the characteristics of young children’s age determine that they will not be purposeful and planned to observe. As a teacher, what should I do? I have done some helpful attempts. First, to provide children with a good environment and the observation of children’s observation time is relatively short, easy to divert attention, and provide a good environment and the object of observation is to ensure observation activities carried out on the premise. So, every time I bring young children to observe, the targets are more concentrated and the range is not too big: a tree, a goldfish and a meadow. At the same time pay attention to choose a certain novelty of the object, the commonplace things try to make them see the novel side. Pear trees in front of the office, peach trees, wicker on the river bank, zoo monkeys, the park’s grass and trees have become the children’s “long-term observation point.”