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幼儿园美术区域活动作为集体教学活动的补充,一方面给孩子提供了一个丰富多样的、具有选择自由度的环境;另一方面,教师也可以在美术区域活动的指导过程中了解孩子,敏锐察觉孩子的差异,从而更好地实施个别化指导。但是,在实际教学过程中,美术区域活动由于自由性、自主性和指导的间接性等特点,教师在指导时常感到难以准确把握角色,常常会出现消极指导或高度控制等问题,减弱了美术区域活动的教育价值。教师应该在尊重和发展幼儿主动性、积极性和创造性的同时,以参谋者和支持者的角色,把教育意图转化为幼儿的游戏行为,从而保证区域活动中各目标的达成。
Kindergarten art regional activities as a supplement to the collective teaching activities, on the one hand to provide children with a rich and varied environment with the freedom of choice; the other hand, teachers can also be aware of children in the art regional activities of the guidance process, keen aware of children So as to better implement individualized guidance. However, due to the characteristics of freedom, autonomy and the indirectness of instruction, teachers in the field of art often find it difficult to accurately grasp the role during the instruction. Negative guidance or high-level control often appear on teachers’ The educational value of activities. Teachers should respect and develop children’s initiative, enthusiasm and creativity, while teachers and supporters play a role as the educational intention into children’s game behavior, so as to ensure the achievement of the goals in the regional activities.