快乐教育:个别化学习活动的开展

• 作 者: 王童娟
• 机 构: 上海市嘉定区清河路幼儿园,
• 出 处: 新课程(综合版)
• 发表日期: 2017年04期
• 关键词: 个别化学习 内容设置 预设性 快乐教育 主观臆断 关注核心 问题解决 师幼互动 班级环境 知识接受者

我园在进行个别化学习活动研究的过程中,聚焦问题解决,调动广大教师思考的积极性和主动性,让个别化学习活动真正成为幼儿的活动,促进幼儿的发展。一、区域内容的思与行1、我们的问题:内容选择预设性强,不关注核心经验个别化学习活动中,教师往往关注的是自己能给予幼儿些什么,因此在区域内容设置时存在着自身的主观臆断和喜好。常常是对照着《学习活动》的书,看到哪个内容就用哪个内容。结果造成:(1)忽视了幼儿的兴趣爱好,有些区域幼

During my study of individualized learning activities, I Park focused on problem solving and arousing the enthusiasm and initiative of teachers to make individualized learning activities truly become activities for young children and promote the development of young children. First, the regional thinking and thinking of the line 1, our problem: the choice of content is highly predictable, and does not focus on core experience Individualized learning activities, teachers are often concerned about what they can give young children, so there is a regional content set With its own subjective assumptions and preferences. Often it is a book that contrasts with “learning activities” to see which content is used. The result: (1) ignore the children’s hobbies, some areas young