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幼儿园的教学形式是多种多样的,有集体活动、分组活动、区角活动、个别活动,等等。集体活动能使幼儿在较短的时间内有系统地、有重点地学习,有利于发挥老师的主导性。但是,在集体活动中幼儿的主体地位、独立性受到一定的限制,使老师难以照顾到幼儿的个别差异。长期以来我们受传统的分科教学的影响,更多地采用集体教学形式而容易忽视与其他教学形式的有机结合。而现在的生成式的主题活动则弥补了传统教学的不足。
Kindergarten teaching is a variety of forms, group activities, group activities, district activities, individual activities, and so on. Collective activities enable young children to learn systematically and emphatically in a short period of time, which is conducive to giving play to the teacher’s leading role. However, in the collective activities of children’s main body position, independence is subject to certain restrictions, making it difficult for teachers to take care of children’s individual differences. For a long time, we are influenced by the traditional sub-teaching, and we are more likely to ignore the organic combination with other teaching forms by using more collective teaching forms. Nowadays the generative theme activities make up the deficiencies of traditional teaching.