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案例一:在数学操作活动中,老师正忙于指导评价其他幼儿,而一部分掌握得较好的幼儿早已完成了操作活动,无事可做,于是开始到处走动,甚至大吵大闹,大大影响了集体活动的质量。案例二:户外活动时,老师说:“今天,我们玩绳子吧!”马上就有小朋友提议说:“老师,我们很长时间没有玩贴烧饼了,今天我们玩贴烧饼吧!”“我想玩大力士的游戏!”……“不行,今天就玩绳子,下次再玩!”最后,在老师的一声令下,孩子们极不情愿地拿起了绳子。案例三:老师们发现,孩子们入厕、洗手时变得特别慢,常常在老师的催促下才恋恋不舍地离开盥洗室,而且,在盥洗室里变得特别爱说话,与集体活动中的沉寂形成了鲜明的对比。案例分析:一、集体活动中,老师面向全体却不能照顾个体差异在传统的教育模式中,集体教学成为幼儿
Case 1: In the math operation activities, the teacher is busy guiding and evaluating other young children. Some of the children who have mastered better have already completed the operation activities and can do nothing, so they start to move around and even greatly influence the situation The quality of group activities. Case 2: Outdoor activities, the teacher said: “Today, we play with the rope! ” There are children’s proposals immediately said: “Teacher, we have not played for a long time the sesame seed, and today we play the sesame seed! ”“ I want to play the Hercules game! ”... “ No, play the rope today, the next play again! ”Finally, under the teacher’s order, the children reluctantly picked up the rope . Case 3: The teachers found that when children go to the toilet and wash their hands, they become extremely slow. They often leave the bathroom reluctantly at the teacher’s urging. Moreover, they become especially talkative in the bathroom and talk to the silence in group activities In stark contrast. Case Study: First, the collective activities, the teacher facing the whole can not take care of individual differences in the traditional mode of education, teaching as a group of children