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近年来,由于工作的需要,对农村的幼儿教育接触得比较多,从中深深地感到:要提高农村幼儿教育的质量,就必须重视和加强混合班教学的研究。混合班要求教师同时对两个或两个以上年龄组的幼儿进行教学,它较之单式班的教学显然要复杂和困难得多。对各年龄组教学科目的搭配,教学线路的确定,动静的搭配和交替,相互干扰的避免和排除,都需教师精心安排。目前,在农村的幼儿教师中,受过专业训练的人不多,她们中的大多数人缺少从事幼儿教育工作的技能技巧训练,更缺乏如何组织好混合班教学的理论指导。因此,在实际工作中存在不少迫切需要解决的问题:有的对大中小年龄组的幼儿采用同一教材,按统一的要求教学,出现了大的“吃不饱”,小的“受不了”的问题。有的为了维持教学秩序,干脆只对一个年龄组的幼儿进行上课,而让其余年龄组的幼儿到室外任
In recent years, because of the need of work, there are quite a lot of contact with early childhood education in rural areas, and deeply feel that to improve the quality of early childhood education in rural areas, we must pay attention to and strengthen the study of mixed class teaching. Mixed classes require teachers to teach young children in two or more age groups at the same time, which is obviously more complicated and more difficult than teaching in a single class. The matching of teaching subjects of all age groups, the determination of teaching routes, the collocation and alternation of activities, the avoidance and elimination of mutual interference, all require careful arrangement of teachers. At present, among the preschool teachers in rural areas, there are not many people who are trained professionally. Most of them lack the skills and skills training in early childhood education and lack theoretical guidance on how to organize the mixed class teaching. Therefore, there are quite a few urgent problems that need to be solved in practical work: some adopt the same teaching materials for young children in the middle, small and medium ages, teach according to the unified requirements, and have large “unsatisfied” and small ones that “can not stand” The problem. In order to maintain the order of teaching, some students simply take classes for young children in one age group and let the children in the remaining age groups run outdoor