大班下学期的孩子们进入了幼小衔接过渡期,在园生活自理习惯和能力的养成目标要求我们,要充分利用一日活动的各个环节,为幼儿潜能的发挥创造机会和条件。因此,我们逐渐弱化教师分餐,寻找幼儿成长的几点,让其开始自主为自己服务,使其在意识态度、认知以及能力基础上都得到不同的发展。一、以幼儿为主,分层走向自主根据幼儿的能力发展,我们将幼儿的自主就餐绘成了“三部曲”:首曲:平缓柔和,如春。为了孩子们可以从以往的就餐方式向 The next semester of children into the transitional period of convergence, self-care habits and capabilities in the park to develop goals require us to make full use of all aspects of the day activities for the potential of young children to create opportunities and conditions. Therefore, we gradually weaken the teachers’ meals and look for the growth of young children, let them start to serve for themselves, and make them have different development based on their attitude, cognition and ability. First, the main child-oriented, layered to autonomy According to the ability of children to develop, we will be children’s independent dining as “Trilogy ”: The first song: gentle, such as spring. For children to go from past dining styles