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聪聪随父母去云南旅游后,带来了一套蝴蝶标本,吸引了许多小朋友。尤其是几个男孩对蝴蝶特别感兴趣,他们结伴去图书馆,找来了许多有关蝴蝶的图书。全班有90%左右的孩子对蝴蝶产生了兴趣。我根据孩子的兴趣及认知水平,设计了一个有关蝴蝶的主题网络。网络图中的各级主题虽然都是我精心预设的,但是,我十分明白,我预想的内容不一定就是孩子们感兴趣的。在实施过程中,我根据孩子的兴趣和需要,随时运用“拉近”技术作出调整,将孩子自发生成的内容充实到主题网络中去,删除他们不感兴趣的内容。下面是方案实施过程中的片段记录:
After Cong Cong went to Yunnan with his parents to travel, he brought a set of butterfly specimens and attracted many children. In particular, a few boys are particularly interested in butterflies, who go to the library together and find many books about butterflies. About 90% of children in the class are interested in butterflies. According to the children’s interests and cognitive level, I designed a theme network of butterflies. Although all the topics in the network map are well-preset by me, I fully understand that what I envision is not necessarily what children are interested in. In the process of implementation, according to the children’s interests and needs, I use the “closer” technology to make adjustments to enrich the children’s spontaneous content to the topic network to delete the content they are not interested in. The following is a fragment record of the implementation of the program: