观察记录:只要一搞分享活动训练,有些小朋友就很活跃。他们主动与其他小朋友友好相处,还热情地邀请老师参加他们的活动,可在课后的自然状态下,他们却不肯与人分享,有了好东西别人碰不得。(记录者:江堰市实验幼儿园陈珠老师)〔心理评析〕这则观察记录从另一个方面说明了幼儿分享教育效果的问题。很显然,孩子在成人面前,或在一些集体活动之中具有一定的分享行为,但是,这种分享行为和分享意识还有着一段客观的差距。一般来说,人由知到行,由新知到新行,还有一个过程。真正的分享行为应当是知与行的统一。但在对幼儿的分享行为教育和训练中却常常出现不统一的现象,主要表现在两个方面:一方面是只知不行。比如,我们让孩子看一些情 Observation Record: Some children are very active as long as they engage in sharing activities. They take the initiative to get along well with other children, but also enthusiastically invite teachers to participate in their activities, after class in the natural state, but they refuse to share with others, with good things others can not touch. (Recorded by: Chen Zhu, Experimental Kindergarten, Jiangyan City) [Psychological Assessment] This observation record shows from another aspect the issue of children’s sharing of educational effects. Obviously, children have some sharing behavior in front of adults or in some group activities, but there is still an objective gap between this sharing behavior and sharing consciousness. In general, there is one more process for people to know the trip, from new to new trip. The true sharing behavior should be the unity of knowing and doing. However, there is often a phenomenon of non-uniformity in the education and training of children’s sharing behavior, which mainly manifests in two aspects: on the one hand, they only know not. For example, let the children see some love