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据我们观察和分析,不少幼儿的集体观念较为淡薄。以往的爱集体教育,多是采用讲故事、讲道理的方式进行,这些方法的效果往往欠佳。因为“爱集体”这一德育内容本身比较抽象,不易为幼儿理解、接受。只有将该德育目标和内容融入幼儿感兴趣的集体活动之中,才能让爱集体的意识自然而然地渗进幼儿的心田。我们设计了一些活动,让幼儿在愉快的做做玩玩中了解个人与集体的关系,使其萌发爱集体的情感,收到了较好的效果。下面以“缝布娃娃”这一活动为例来说明。活动开始,当教师提出缝制布娃娃的任务时,就自然地把幼儿带入了一个必须分工、合作的情境之中。这个情境促使幼儿为集体着想,调整或控制自己的某些想法和行为,更多地考虑集体的需要。为了将布娃娃缝制成功,小组成员一致推举能力强的组员承担难度较大的娃娃头的制作任务。在具体缝制的过程中,
According to our observation and analysis, many young children have a weak collective concept. In the past, collective love education was mostly conducted in a story-telling, rational way. The effect of these methods is often poor. Because the “love collective” moral content itself is more abstract, difficult to understand and accept for children. Only by integrating the goal and content of moral education into the collective activities that young children are interested in can make the collective consciousness of love naturally infiltrate into the heart of young children. We designed a series of activities that allow children to understand the relationship between individuals and collectives in a fun and playful manner, so that they can germinate and love collective feelings and receive good results. Below the “sewing doll” this event as an example to illustrate. At the beginning of the activity, when teachers proposed the task of sewing dolls, they naturally brought young children into a situation that must be divided and cooperated. This situation encourages young children to collectively think about, adjust or control some of their own ideas and behaviors, and give greater consideration to the needs of the community. In order to sliver the success of the doll, the members of the group unanimously recommended capable team to undertake the task of making the more difficult doll head. In the specific sewing process,