基于幼儿,追随幼儿——中班幼儿自我管理能力培养的策略

• 作 者: 陈勤燕
• 机 构: 浙江省绍兴市柯桥区钱清镇中心幼儿园,
• 出 处: 家教世界
• 发表日期: 2016年Z2期
• 关键词: 中班幼儿 自我管理 能力培养 自我教育 行为意识 苏霍姆林斯基 遵守规则 一日生活 管理能力 幼儿园 游戏 倾向 控制 教师 交往 基础 环境 个性 父母 冲突

苏霍姆林斯基说过:“真正的教育是自我教育,是实现自我管理的前提和基础;自我管理则是高水平的自我教育的成就和标志。”幼儿进入中班后对幼儿园的一日生活、规则、环境和教师都有了相应的了解,所以少了陌生感,也没有了依恋父母和老师的倾向,他们有了明确的行为意识,开始主动认识周围的人和事,个性更加鲜明。另一方面,他们还缺乏相应的自我管理能力,他们渴望有游戏的伙伴,但由于社会行为的规则还没有很好地建立起来,因此他们的交往很容易产生冲突,控制自己行为的能力相对较弱,遵守规则的能力不是很到位,因此他们经常表现的行为是:告状、推挤、打

Suhomlinski said: “real education is self-education, self-management is the premise and foundation; self-management is a high level of self-education achievements and signs. ” Day life, rules, environment and teachers have a corresponding understanding, so less strangeness, there is no inclination to attach parents and teachers, they have a clear sense of behavior, and began to take the initiative to know the people and things around them, More distinctive personality. On the other hand, they also lack corresponding self-management skills. They long for game partners. However, because the rules of social behavior have not been well established, their contacts are prone to conflict and their ability to control their behavior is relatively poor Weak, the ability to abide by the rules is not very good, so they often behave as follows: complain, push, hit