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《3-6岁儿童学习与发展指南》围绕五大领域,着眼于小、中、大班儿童身心特征,为幼儿园教师提供了具体可操作的指导与建议。幼儿园教师达成三大目标的路径是他们的言语行为,适当的教师言语行为应建立在遵循教育教学规律,了解幼儿身心特征基础上,以幼儿长远的心智发展为目标,进而提高幼儿教师言语行为的施为性,明确教师言语行为的主体间性——从“我”转为“我们”;明确教师言语行为的适当性—外部特征与内在特征相结合;明确教师言语行为的互为性——相互评价和鼓励。
The Guideline for Learning and Development of 3-6-year-old Children focuses on the physical, mental and physical characteristics of children in small, middle and large classes in five major areas and provides specific and operable guidance and advice to kindergarten teachers. Kindergarten teachers to achieve the three goals of the path is their speech act, appropriate speech behavior should be based on teachers to follow the law of education, understanding of physical and mental characteristics of young children, based on long-term mental development of children as the goal, and then improve the speech act of kindergarten teachers To make the nature explicit, to clarify the inter-subjectivity of teachers ’speech act - from “I ” to “we ”; to make clear the appropriateness of teacher ’ s speech acts - to combine external and internal features; Be sex - evaluate and encourage each other.