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幼儿真正有意义和有实际效果的学习经验,以及这些经验将来能够迁移的关键,在于经验的连续性和内在一致性。这种一致性对于幼儿来说有两种顺序:一是学科的逻辑,二是心理的逻辑,但主要是心理的逻辑。学科知识技能的逻辑是静态的、宏观的逻辑,而心理的逻辑则是动态的、微观的逻辑。相对而言,前者更多地是课程编制的任务,后者则更多地是教学设计的任务。我们这里主要论述后者。 根据观察,我们初步认为幼儿园教学设计必须考虑以下几个问题:
The key to a truly meaningful and productive learning experience for toddlers and their ability to migrate in the future lies in the continuity and internal consistency of experience. This consistency for children there are two kinds of order: First, the discipline of logic, the second is the psychological logic, but mainly psychological logic. The logic of discipline knowledge and skills is static and macroscopic logic, while psychological logic is dynamic and micro logic. Relatively speaking, the former is more the task of curriculum compilation, while the latter is more of the task of instructional design. We mainly discuss the latter here. According to observation, we initially think kindergarten teaching design must consider the following questions: