论文部分内容阅读
活动区教学在《3-6岁儿童学习与发展指南》背景下的幼儿教育中得到广泛实践,孩子们通过自主操作、摆弄材料来获得感知和发展,作为幼儿素质重要组成部分的主动性和实践性的品质在这里得到了充分的体现。这一转变让教师从集体教育中的显性的主导地位退至静心观察、适当引导点拨的隐形地位。本文从确定观察目标、观察维度、观察方法等方面论述了教师应如何在游戏中提高观察能力,增强观察实效。
Activity area teaching is widely practiced in early childhood education in the context of the Guide for Learning and Development of 3-6-year-olds. Children gain awareness and development through self-directed manipulation of material, initiative and practice as an important component of early childhood quality Sexual quality here has been fully reflected. This shift allows teachers to retreat from the dominant dominance of collective education to meditation observation and appropriately guide the invisible status of the call. This article discusses how teachers should improve their observation ability and enhance the observation effect from the aspects of determining the observation target, observing the dimension and observing method.