【案例背景】随着《幼儿园教育指导纲要》(以下简称《纲要》)的贯彻落实,教师的教育观念不断更新,不少教师有意识地通过积极的互动来提高教育的有效性。但在我国目前的幼儿教育实践中,受各方面因素的影响,师幼互动还显得有些消极和被动。在现实的教学活动中,我们可以经常看到这样的情景,当个别幼儿做出错误的回答时,教师便会以“谁来帮帮他”“还又没有不同的意见”等方式暗示幼儿迅速寻找正确的答案。其实,师幼互动作为幼儿园教育的基本 Case Background With the implementation of the “Kindergarten Education Guidance Outline” (hereinafter referred to as the “Outline”), teachers’ educational concepts are constantly updated, and many teachers consciously engage in positive interactions to improve the effectiveness of education. However, in the current practice of early childhood education in our country, the interaction between teachers and children is still somewhat negative and passive due to various factors. In the real teaching activities, we can often see such a scenario, when individual children make the wrong answer, the teacher will be “who will help him ” “no different opinions ” and so on The way implies that young children quickly find the right answer. In fact, teacher-child interaction as the basic kindergarten education