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区域环境作为幼儿园重要的教育环境之一,被广大教育工作者所重视,但在目前区域环境的创设中却普遍存在着固定多、变化少,教师意志体现多、幼儿意志体现少,欣赏的多、探索的少等问题。为此,我们大胆尝试改革,让区域环境真正成为幼儿的第三位老师。一、创设适宜区域和情境幼儿探索性学习是自主和持续性的活动,必须有满足幼儿自由探索的区域和激发幼儿探索的情境来支持。因此,应创设适宜幼儿探索性学习的区域和情境。
As one of the important education environments for kindergartens, the regional environment is regarded by a great majority of educators. However, in the current regional environment, there are many fixed environments, few changes, many teachers’ wills, few young children’s wills, , To explore the less problems. To this end, we boldly try reforms so that the regional environment can truly become the third tutor for young children. First, the creation of appropriate regional and situational exploration of young children is an independent and ongoing activities, there must be to meet the free exploration of children’s area and to stimulate children’s exploration to support the situation. Therefore, we should create a suitable region and context for exploratory learning of young children.