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在以往的教学实践中,教师往往习惯于把孩子引入自己设计的“美好”计划之中,致使幼儿的学习以教师的教学目标为起点,又以达到教师的教学目标为终点,这种教学过程中的幼儿依然是被动的学习者。而今,教师逐渐意识到,由于幼儿的需要、兴趣、经验和能力的不同,教学过程不可避免地带有许多不确定性,因此它不仅仅是一个追求目标的操作过程,还应是一个开放的实验过程。本文通过三个有一定联系的案例探讨了这一教学过程的本质。
In the past teaching practice, teachers are often accustomed to bring their children into their own design “good” plan, resulting in children’s learning to the teaching objectives of teachers as a starting point, but also to achieve the teaching goal of teachers as the end of this teaching process The young children are still passive learners. Nowadays, teachers are gradually realizing that due to the different needs of children, their interests, experiences and abilities, the teaching process inevitably carries with it many uncertainties. Therefore, it is not only an operation of pursuing goals, but also an open experiment process. This article explores the nature of this teaching process through three case studies.