在这一事例中首先应该肯定,教师确定的观察内容有效地激发了幼儿的兴趣,并且把幼儿的兴趣与教育目标自然地结合了起来,这才引发了幼儿持久、深入探究的积极性,以至于当教师要组织交流时,幼儿还久久沉浸在“玩”的热情中。组织“交流”环节的失败,引起了我们对科学教育活动的再思考。 In this case, we should first of all confirm that the teacher-determined observation effectively stimulates the interest of young children and naturally combines the interest of young children with the educational goals. This has led to the long-term and in-depth exploration of young children’s enthusiasm so that When teachers want to organize exchanges, young children are also immersed in the enthusiasm for “play” for a long time. The failure of the organization of “communication” has aroused our rethinking of science education activities.