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随着课程改革的不断深入,教师在幼儿科学教育中该扮演什么样的角色,这是值得每一个幼儿教师认真思考的问题。通过学习《纲要》我们发现,在科学教育中,这种“教”不是指知识的灌输和直接传授,而是一种引导,表现为教师尊重和关注幼儿探索的兴趣和要求,通过提供材料、有效提问、精心创设教育环境等多种指导策略,鼓励和引导幼儿进行科学创造,努力变“教会”模式为“学会”模式。在这个过程中,教师要扮演好帮助者、促进者、提升者的角色,更要做到以下四个“学会”。
With the continuous deepening of curriculum reform, what role teachers should play in preschool science education is a question worthy of serious consideration by every preschool teacher. By studying the “Outline,” we find that in science education this “teaching” does not refer to the instilling and direct teaching of knowledge, but rather a guide that shows the teacher’s interest and interest in exploring and exploring young children by providing Materials, effective questioning, careful creation of education environment and other guidance strategies to encourage and guide children to make scientific innovations and strive to change the mode of “church” into “learning”. In this process, teachers should play a good helper, facilitator and ascendent role, but also to achieve the following four “learning”.