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在幼儿园的教学活动中,大都比较重视教育手段的变化与更新。这种做法符合学前儿童好奇的心理特征,对于提高学前教育的质量是有益的。然而,观察实验表明,在学前教育中仅仅注重手段的变化是不够的,还必须重视教育手段实施过程中各种要素的和谐结合与运用。这里所讲的“教育手段实施过程的各种要素”,是指诸多教育手段从实施到完成的过程中,能左右其实施效果的带有共性的各种主要因素。这些因素概括起来,大致包括三方面:①环境气氛;②客体(幼儿)情绪;③主体(教师)感染力。环境气氛、客体情绪、主体感染力之间的和谐是学前教育手段实施过程中应当遵循的一条重要原则。一种好的教育手段(方法),并不是在任何情况下实施都能收到好的教学效果的。只有当环境气氛适宜、客体情绪高涨和主体感染力强烈的情形同时产生,即
In kindergarten teaching activities, most of them pay more attention to the change and update of educational means. This approach is in line with the curious psychological characteristics of preschool children and is beneficial for improving the quality of preschool education. However, the observation and experiment shows that it is not enough to pay attention to the change of means only in pre-school education, and we must attach importance to the harmonious combination and application of various elements in the implementation of educational means. The “various elements of the implementation of educational means” mentioned here refer to various common factors that affect the implementation effect of many educational means from implementation to completion. These factors can be summed up in three aspects: ① the atmosphere of the atmosphere; ② the emotion of the object (young child); ③ the infectivity of the subject (teacher). The harmony between environmental atmosphere, object emotion and subject infectivity is an important principle that should be followed in the implementation of preschool education. A good educational method (method) does not receive good teaching results under any circumstances. Only when the environment is suitable, the mood of the object is rising and the subject’s infectivity is strong, that is,