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皮亚杰的儿童发展论中提到,学前儿童的思维是处于直觉行动思维,该时期的幼儿思维特点是以具体形象思维为主的,简单的两块“值日生”挂牌虽然能够让孩子知道自己今天是值日生,但不能让他们知道“我今天要做什么”。为了帮助孩子们将值日生的概念具体化,教师和孩子们再次针对哪些地方需要值日生、值日生需要做些什么展开了详细的讨论,共同设计了“值日生”任务表。一、设任务表——值日任务形象化有了值日生任务表,孩子们可以把自己的照片放在今天
Piaget’s Child Development Theory mentions that pre-school children’s thinking is in an intuitive way of thinking. The characteristics of early childhood thinking in this period are mainly based on specific image thinking. Although the simple two-piece listing of “value daily life” Children know that today is a Japanese student, but can not let them know “What do I do today?” In order to help children embody the concept of daily life, teachers and children once again devoted themselves to discussing in detail what places need to do with daily life and what should be done by daily life. First, set up the task list - Value Day mission visualization with the value of daily task table, children can put their own photos today