前些时间,我参加了幼儿园组织的为期一周的“学习故事”合作小组研习活动,其中有一个环节是进班观察。记得刚走进张老师的班级,我还有些不以为然:这活动室的环境创设和其他班级相比好像也没什么特别,看上去也不是很美!然而几天观察下来,我发现张老师的班级环境每天都会有变化,而这一切变化都源于对孩子的兴趣及需要的了解。如,第一天,我看到美工区只有一张桌子;第二天,我发现美工区多了一张桌子,桌上放着一些绘画材料,还放着两只装着小乌龟和植物的鱼缸;第三天,我发现那张桌子被移到了活动室门口,桌上少了纸笔,多了各种恐龙模型。一开始我不明白张老师为什么要这么做,后来在和张老师沟通之后才明白,她的每一步改变都与班里孩子的兴趣和需要相关。比如,张老师 Some time ago, I participated in a one-week “Learning Stories” co-organized group study organized by the kindergarten. I remember just entering the class teacher Zhang, I still do not agree: the activity room environment creation and other classes seemed nothing special, it does not look very beautiful! However, a few days observation, I found that Zhang’s class environment Every day there are changes, and all these changes are derived from the children’s interests and needs of understanding. For example, on the first day, I saw that there was only one desk in the art work area. The next day, I noticed that there was more than one desk in the work area, some drawing materials on the desk, and two fish tanks with little turtles and plants On the third day, I found that the table was moved to the entrance of the activity room. There was less paper and paper on the table and more dinosaurs. At first, I did not understand why Teacher Zhang wanted to do this. Later I learned after I communicated with Teacher Zhang that every step of her change was related to the interest and needs of the children in her class. For example, Zhang teacher