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在一次科学活动中,教师提供了松紧带、弹簧、蹦蹦床、乒乓球等材料,让幼儿探索弹性的特征。在幼儿操作的基础上,教师总结了弹性的概念,接着引导幼儿区分弹性材料。一幼儿说:“乒乓球也有弹性。”另一幼儿立刻反驳道:“乒乓球没有弹性。”乒乓球究竟有没有弹性呢?教师愣住了。过了一会儿,教师解释说,因为乒乓球弹起来时并未改变形状,所以乒乓球没有弹性。可那个幼儿坚持说乒乓球能弹那么高,就是有弹性。我们知道,弹性是指物体在力的作用下改变形状,在力消失后物体又能恢复到原来的状态。在幼儿园科学活动中,有的概念(如“弹性”“力”等)讲深了幼儿听不懂,讲浅了不科学、模糊。您遇到过类似困惑吗?针对这种情况,您是怎样处理的呢?
During a scientific activity, teachers provided materials such as elastic bands, springs, trampolines and table tennis to help young children explore the elastic features. Based on the operation of young children, teachers summed up the concept of flexibility and then guided young children to distinguish between elastic materials. A toddler said: “Table tennis is also flexible.” Another toddler promptly retorted: “Table tennis is not flexible.” Is there any flexibility in table tennis? The teacher was shocked. After a while, the teacher explained that table tennis is not flexible because it does not change shape when it bounces. But that young child insisted that table tennis can play that high, is flexible. We know that elasticity refers to the object under the action of force to change shape, the object can be restored to its original state after the force disappears. In the kindergarten science activities, some concepts (such as “elasticity ” “force ”, etc.) about the children do not understand, speak shallow unscientific, fuzzy. Have you encountered similar puzzles? How do you deal with this situation?