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在语言活动中,每逢我让幼儿在集体面前说话时,总有一些孩子“岿然不动”“金口难开”,着实令我苦恼。这可能是由于我只注意幼儿表达上的不足,才导致他们惟恐出错而保持沉默的。学习新《纲要》后,我懂得了教师应以一个鼓励者、倾听者、支持者的身份,努力为幼儿创设自由宽松的氛围以及爱说、敢说、会说、有机会说的条件。于是,在设计“动物联欢会”这一语言活动时,我把活动目标定为:①按意愿扮演动物并以角色身份介绍有关动物的趣事。②能勾画出动物的外形特征并随音乐模仿表演。然后,我启发幼儿通过咨询、阅读、网上查询等各种渠道搜集有关动物的图片、邮票、书籍等,了解动物的外形特征、生活习性、运动方式等,掌握有关知识,使他们有话可说。此外,我还让幼儿参与环
In language activities, whenever I ask young children to speak in front of the community, there are always some children who “stand still” and “they are hard to open”, which really distressed me. This may be due to the fact that I only pay attention to the inadequacies of children’s expression, causing them to remain silent only for making mistakes. After learning the new “Outline”, I learned that teachers should strive to create a free and relaxed atmosphere for children as well as conditions for saying, saying, saying and having the opportunity to say as an encouragement, listener and supporter. As a result, in designing the “Animal Parade” language activity, I set the goal of the activities as follows: (1) Play animals as they wish and introduce animals as characters. ② can outline the appearance of animals and imitate the music with the performance. I then inspired young children to collect pictures, stamps and books about animals through various channels such as counseling, reading and online inquiry to learn about the characteristics of animals, their habits, their exercise patterns and so on. They should have the knowledge to make them have something to say . In addition, I also let young children participate in the ring