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《纲要》在“总则”中特别指出:“幼儿园教育应尊重幼儿人格和权利,尊重幼儿身心发展的规律和学习特点,关注个别差异,促进每个幼儿富有个性的发展。”然而在探究式学习活动中,并不是所有的孩子都在积极主动地参与活动,总有那些“弱势群体”常常被教师忽视,受教育的权利得不到尊重,使孩子间的能力差异越来越大。如何尊重每个孩子受教育的权利,让他们都能在原有基础上得到发展呢?本人想从以下几个方面谈谈自己的观点。一、把真爱洒向每个孩子爱的需要是幼儿最基本的需要之一,教师与幼儿间的关系是以情感为纽带维系的,教师发自内心的关爱会潜移默化感染孩子,使孩子产生安全感、信任感,进而变得自信。宋菁是一位沉默寡言的孩子,无论老师开展的探究活动多么有
In its “General Provisions”, the “Guideline” specifically states: “Kindergarten education should respect young children’s personality and rights, respect the laws and learning characteristics of children’s physical and mental development, pay attention to individual differences and promote the development of individualized children.” However, in inquiry learning In the activities, not all children are actively involved in the activities. There are always “vulnerable groups” who are often overlooked by teachers and the right to education is not respected, so that the ability of children is greatly different. How to respect each child’s right to education, so that they can be developed on the basis of the original? I want to talk about their views from the following aspects. First, the true love sprinkled on each child needs love is one of the most basic needs of children, the relationship between teachers and children is based on the emotional link, teachers from the heart of love will subtle infection of children, make the child safe Feeling, trust, and then become confident. Song Jing is a taciturn child, no matter what the inquiry activities conducted by the teacher