前不久,笔者观摩了甲乙两个大班的同一主题活动——我爱家乡。这两个班幼儿的水平相当,主题活动的程序安排及内容也相同:组织幼儿外出游览,帮助幼儿了解家乡;通过谈话、绘画、建筑游戏等形式,激发幼儿热爱家乡的情感。但在主题活动的实施过程中,两个班的老师所采用的方法却不同:甲班幼儿外出游览时,老师一个劲地讲,要求幼儿记住各种建筑物的名称;在常识作业中,要求幼儿必须记住家乡的名胜古迹、土特产:在教幼儿编“我爱家乡”的儿歌 Not long ago, I watched the same theme activities of two large classes A and B - I love my hometown. These two classes have the same level of young children. The procedures and contents of the theme activities are also the same: organizing children’s excursions to help young children understand their hometown; and stimulating young children’s love of their hometown through forms of conversation, painting and architectural games. However, during the implementation of the theme activities, the methods adopted by the teachers in the two classes were different: when class A children went out for excursions, the teacher kept telling children to remember the names of various buildings; in common sense, Require children must remember the hometown of historic sites, native products: teach children to edit “I love my hometown” songs