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文章以“鱼”的主题探究活动为例,讲述了幼儿主题探究活动中教师尝试隐权威角色,由“倾听童言稚语,捕捉生成热点”去“顺水推舟”;以“及时回应孩子,引入纵深发展”去“推波助澜”;以“分析生成可能,及时转移主题”促“引领航向”;在“适时争取协作,体验成功乐趣”中“借力使力”;以“拓展孩子视野,延伸探索空间”给孩子“破釜沉舟”的坚定支持这五个方面的“推舟”策略实践。
The article takes the theme exploration of “Fish” as an example to show that the teacher tries the implicit authority role in the exploration of children’s theme, and “” listens to the childish words, catches the hot spot “ In response to the child, the introduction of in-depth development ”to “ to fueled ”; “ to analyze the possibility of generation, timely transfer theme ”promote “ to lead the course ”, “ Leveraging the power ”to“ expand their children’s field of vision, extend the exploration space ”to the children,“ drastic ”strong support of these five aspects of“ push ”strategy and practice.