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一次,我组织大班幼儿开展了一个融语言教育和艺术教育为一体的活动——各种各样的树。活动中,我先展示了有关树的图片、课件,然后引导幼儿跟随音乐节奏用肢体动作自由表现千姿百态的树。活动结束后,有的教师提出“,自由表现”应改为“有目的地表现”,教师还应有肢体动作的示范,否则幼儿得不到发展;有的教师则认为,这个活动即使没有前面的知识铺垫,幼儿也能自由表现;还有的教师干脆质疑活动过程的设计和方法。面对这些意见,我也困惑起来:究竟怎样才是合适的?您认为呢?
Once, I organized talented young children to carry out an integrated language education and art education as one of the activities - a variety of trees. During the activity, I first showed pictures of trees, courseware, and then guided the children to freely display the trees in different poses and with different body movements following the rhythm of the music. After the activity ended, some teachers suggested that “free performance” should be changed to “purposeful performance”, and teachers should also have demonstrations of physical activities or children would not be able to develop. Some teachers think that even without this activity Knowledge of bedding, children can also be free to behave; some teachers simply question the design and method of activity process. In the face of these opinions, I also confused: how exactly is it? What do you think?