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原方案中,教师以幼儿生活中常见的现象为切入点,引导幼儿用个别探索和分组操作的方式来学习和巩固环形计数的方法,值得肯定。但在引导幼儿充分探索方面存在一些不足:1.操作活动的变换频率过高。在整个活动中幼儿有五次操作,其中第一至第三操作环节是不同形式的“夹夹子”游戏。考虑到中班幼儿的动手能力及游戏难度,这样安排势必会占用很多时间,影响幼儿后续的探
In the original proposal, teachers should take the common phenomenon in early childhood life as the starting point, and guide the children to learn and consolidate the ring count by means of individual exploration and grouping operations. However, there are some shortcomings in guiding young children to fully exploit: 1. The switching frequency of operational activities is too high. Throughout the activity, the child has five operations, of which the first to third operations are different forms of “clip-on” games. Taking into account the hands-on ability of secondary children and the difficulty of the game, this arrangement will inevitably take up a lot of time and affect the children’s follow-up exploration