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在习作教学中,教师要为儿童创设具有一定情境的小场景和小时空,引导他们承担或扮演一定的角色,从而诱发他们的审美动因,引领其进入习作的“有我之境”。鉴于审美欣赏的差异性,教学中要顺应儿童的审美差异,在开放的角色“微体验”中培养习作创新个性。为了促进儿童认知和审美能力的发展,还要在深化的角色“微体验”中培养儿童高尚的审美情趣。
In the practice teaching, teachers should create small situations and small hours for children with certain situations, and guide them to assume or play certain roles in order to induce their aesthetic motivation and lead them into the “environment where I am”. In view of the difference of aesthetic appreciation, the teaching should conform to the aesthetic differences of children and cultivate the creative personality in the open role of “micro-experience”. In order to promote the development of children’s cognition and aesthetic ability, children’s noble aesthetic taste should be cultivated in the deepened role “micro-experience ”.