论文部分内容阅读
过去,在传统的教育模式中,幼儿园教师总是支配受教育者,充当了一个指挥员的角色。但在以游戏为主要形式的教育活动中,教师如果以“同伴”的角色参与活动,对幼儿的发展是否有着积极的意义呢,我经过四个方面的实验研究表明,结果是肯定的。1.随机抽取8名大班幼儿,玩跳房子游戏,每次20分钟。结果发现,教师在游戏中角色发生变化以后,对幼儿活动的积极性有很大影响。2.随机抽取10名中班幼儿,用大型积木搭建公园,每次25分钟。结果证明,教师在活动中角色的变换,对幼儿创造性的发挥有积极意义。3.选取基础相当的两个班进行比较,开展题为“圆的和方的”的计算活动,结果实验班的掌握速度、程度明显优于对比班。4.对中班25名幼儿进行测验,问:你喜欢哪个老师?为什么?结果100%的幼儿喜欢经常与他们一起游戏的那个老师,理由是那个老师经常和他们一起玩。
In the past, in the traditional educational model, kindergarten teachers always dominated the educated and acted as a commander. However, in the game-based educational activities, whether teachers participate in activities as “peer” players is of positive significance to the development of young children. After four experiments, I have shown that the result is affirmative. 1. Random selection of eight talented children, playing hopscotch games, each 20 minutes. The results showed that teachers in the game after the changes in the role of children’s activities have a great influence on the enthusiasm. 2. randomly selected 10 middle-class children, with large blocks to build a park, each 25 minutes. The results show that teachers in the activities of the role of change, creative play to children have a positive meaning. 3. Select the equivalent of two classes for comparison, to carry out the “round and square” calculation activities, the results of the experimental class master speed, the degree was significantly better than the contrast class. 4. Test 25 middle school tutors and ask: Which teacher do you like? Why? Result 100% of toddlers love the teacher who often plays games with them on the grounds that the teacher often plays with them.