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编者按:《3-6岁儿童学习与发展指南》指出:“儿童的身心发展是一个整体,要注重领域之间、目标之间的相互渗透和整合,促进幼儿身心全面协调发展。”然而,受传统教学的影响,目前挺多教师把健康、语言、社会、科学、艺术等领域的教育内容分成两部分,由两位搭班教师各自选择自己相对擅长的部分组织教学,然后分头备课,相互之间很少就教学内容进行有效的沟通与交流,甚至有的幼儿园还以学科组进行统一备课。仔细分析其中的原因,主要是由于长期以来幼儿园教育以教材为主要教学内容,重视静态知识的传授,忽略幼儿的兴趣与需要,忽视幼儿的学习规律与发展特点。在教育教学实践中,一些教师囿于自身所教授的领域,较少涉猎其他,无法实现不同领域、不同目标间的相互渗透和整合,人为地割裂了幼儿学习与发展的整体,甚至导致对幼儿的发展评估不全面、欠科学。
Editor’s Note: The Guide for Learning and Development of Children 3-6 Years: “Children’s physical and mental development is a whole. They should pay attention to the mutual penetration and integration between different fields and targets, and promote the overall and coordinated development of children’s physical and mental health.” However, under the influence of traditional teaching, at present quite a lot of teachers divide the education content in the areas of health, language, social science, art and the like into two parts. The two class teachers each choose their relative good part to organize teaching, Little mutual teaching content for effective communication and exchange, and even some kindergartens also unified preparation lesson group. A careful analysis of the reasons is mainly due to kindergarten education for a long time to teaching materials as the main teaching content, emphasis on the impartation of static knowledge, ignoring the interest and needs of children, ignoring the children’s learning rules and development characteristics. In the practice of education and teaching, some teachers, in their own fields of instruction, are less concerned with others, unable to realize the mutual penetration and integration of different fields and different objectives, artificially cut the whole of children’s learning and development, and even lead to children’s The assessment of development is not comprehensive, less scientific.