论文部分内容阅读
这学期我园使用了《幼儿园活动整合课程》这套教材,我发现这套教材能满足幼儿发展的需要,能为幼儿参与和生成新的课程留下足够的空间。例如,在“惊奇一线”这个课程单元中,孩子们通过各种活动寻找生活中的线,从发现“线”无处不在且在生活中有着重要作用到抽象的“线条”概念的掌握,该课程单元满足了孩子们参与、求知和发展的需要,为孩子们生成新的经验留下了足够的空间。在“神奇传话筒”活动中,孩子们通过学习知道可以用电话线和外婆联系,也可以走路去看外婆。活动结束后,我问:“你们为什么要去看外婆呀?”孩子们异口同声地回答:“因为我喜欢外婆!”莹莹说:“老师也喜欢我,因为她暑假到我家来看我。”活动室一下子热闹了,大家七嘴八舌地说:“老师也到我家来的,她也喜欢我。”“老师你什么时候再来呀?”我灵机一动说:“我记不清你们家怎么走了。怎么办呢?”莹莹小朋友说:“老师,我来画一张从幼儿园到我家的线路图,你就能找到我家了。”我进一步引导他们:“你们想不想请其他小朋友也到你们家做客
This semester I used the kindergarten curriculum integration curriculum, I found that this set of teaching materials to meet the needs of early childhood development, young children to participate in and generate new courses leave enough space. For example, in the “Amazing Line” course, children look for life’s lines through a variety of activities, from discovering the ubiquity of the “line” and having an important role in life to the abstract “line” concept, Courses meet the needs of children for participation, knowledge and development, leaving enough room for children to create new experiences. In the “miraculous mike” activities, the children learn through learning that they can use grandma to talk with their grandma on the phone line and walk to grandma. After the activity, I asked, “Why do you want to see your grandmother?” The children replied in unison: “Because I like grandma!” Ying Ying said: “The teacher loves me because she came to see me in the summer vacation. Activity room suddenly busy, we rushes to say: ”The teacher also came to my house, she also like me.“ ”When do you come back to the teacher?“ I thought inspirationally: ”I can not remember your family Yingying children said: “Teacher, I’ll draw a picture from kindergarten to my home, you can find my home.” I further guide them: "Do you want to ask other children Also to your house guest