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一、幼儿科学探究活动中教师的指导误区(一)重预期结果、轻驾驭过程中班科学活动:沉与浮。案例描述:教师引导孩子如何将浮的东西沉下去。有的孩子直接用手按住,可是一放手泡沫盒子又浮上来了;有的孩子用橡皮泥放在了纸船上,纸船也沉下去了,橡皮泥变的软了,水浑浊了……幼儿都很兴奋,纷纷将自己的发现告诉教师,而教师对幼儿抛过来的诸多问题手足无措,只是一直在追问幼儿:“你成功了吗?”案例分析:面对教师提出的问题:“如何将浮的东西沉下去?”幼儿在操作过程中发现了很多有趣的现象,并很想把自己的发现告诉教师和其他小朋友,但教师关注的焦点仅仅是预设的问题和答案。其实,幼
First, children’s scientific inquiry activities in the teacher’s misunderstanding (A) re-predicting the outcome of the process of light control Science activities: Shen and floating. Case Description: The teacher guides the child how to sink the floating things. Some children hold their hands directly, but a free-flowing bubble box floats up again. Some children use plasticine to put paper boats on board, and the paper ships sink down. The plasticine becomes soft and muddy. Toddlers are very excited, one after another to tell their own discoveries teachers, and teachers over the children thrown over many problems overwhelmed, but has been asking young children: “Your success? ” Case study: the teacher’s question: “How to sink the floating things?” "The young child found many interesting phenomena during the operation and would like to tell his teachers and other children about his findings. However, the focus of the teacher’s attention is merely on the questions and answers pre-set. In fact, young