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在区域游戏中幼儿主要通过自发游戏进行学习,实现自我的发展与成长。而教师借助观察对幼儿经验水平的了解,可以尝试不同的指导和评价方法。当幼儿遇到困难时,以角色身份参与幼儿游戏,以情境式语言和幼儿进行对话,适时回应,提供游戏材料,丰富游戏情节,促进幼儿游戏发展。一、“巧”借角色身份,适时参与幼儿游戏幼儿天生好奇,新奇的材料和情节的变化更能吸引他们。理发店里乐乐、悠悠已做好准备,但一直无人光顾。乐
In regional games, young children mainly learn through spontaneous games to achieve their own development and growth. However, by observing the level of experience of young children, teachers can try different methods of guidance and evaluation. When young children encounter difficulties, they participate in early childhood games as roles, dialogue with young children in situational situations, respond promptly, provide game materials, enrich game scenarios and promote the development of early childhood games. First, the “clever ” by role, identity, timely participation in early childhood games baby children naturally curious, novel material and plot changes more attractive to them. Barbershop music, long have been prepared, but has been unattended. fun