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[案例背景]搭乘我园《绘本阅读中幼儿多元表达实践研究》的课题之风,在日常活动中,会特别关注幼儿在“四阅”区域(即由集体绘本阅读活动延伸的幼儿自主区域活动,分为阅读区、讲述区、制作区、表演区)的所做、所说、所演、所感,继而结合专业理论和日常工作经验加以思考、分析,或是适时介入幼儿活动,进行及时有效的引导;或是生成新的教育理念,继续深入观察、思考;或是什么也不做,“放任”幼儿的自主。其实,有时候不做也是一种教育。
[Case Background] Taking the theme of my project “Practical Research on Children’s Multiple Expression in Picture Book Reading”, I pay particular attention to the daily activities of young children in the “Four-readiness” region (that is, children’s autonomy extended by collective picture book reading activities Regional activities, divided into reading area, telling area, making area, performing area), what they said, what they are feeling, and then combined with professional theory and daily work experience to think about, analyze or timely intervention in child care activities, Timely and effective guidance; or generate a new educational philosophy, continue to observe and think in depth; or do nothing, “let ” children’s autonomy. In fact, sometimes it is not an education.