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人类进入21世纪,人们越来越清醒地认识到教师与幼儿之间在教育过程中形成的师幼关系,师幼互动表现出较为明显的重规则性,甚至演变为教师单方面控制互动过程和内容的局面。在实践中,往往与大年龄的孩子交流,师幼容易产生相互动、相呼应的效应;而对小年龄的孩子,他们受经验和能力的影响,常常以自我为中心,在集体活动中,教师更是明显缺乏互动的方法。《纲要》着眼幼儿的主体性发展,充分体现了对儿童权利、个性、学习特点、身心发展规律的尊重。幼儿作为主
As human beings enter the 21st century, people are more and more clearly aware of the teacher-child relationship formed between teachers and young children during the education process. The interaction between teachers and children shows obvious rules and rules, and even evolves into the unilateral control of the interaction process between teachers and children. The content of the situation. In practice, they often communicate with older children, and teachers and children tend to have the effect of mutual interaction and echoes. For children of small ages, they are often influenced by experience and ability and are often self-centered. In collective activities, There is a clear lack of interaction between teachers. Focusing on the development of the subjectivity of young children, the “Outline” fully reflects the respect for children’s rights, personality, learning characteristics, and the law of physical and mental development. Toddler as Lord