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传统的教育观认为,教师是权威,幼儿是接受者。教师给予的主要形式是灌输与填鸭式的,幼儿只能跟着老师的指挥棒转。当然,现代科学教育观认为,教师是引导者、促进者,幼儿是思考者、参与者。那么如何在幼儿园的早期阅读教学中,较好地体现幼儿的主体化,从而促进幼儿品德,才能和个性的全面发展呢?一、在早期阅读中强化幼儿的主体意识人们往往这样认为,阅读是孩子入学以后的事。所以,在学前期,即使是看图画书,也都是成人讲,孩子被动地听。至于他
The traditional view of education that teachers are the authority, children are recipients. Teachers give the main form of infusion and spoon-fed, children can only follow the teacher’s baton turn. Of course, the concept of modern science education that teachers are the guide, promoter, children are thinkers, participants. So how to better reflect the subjectivity of children in the early reading teaching in kindergarten to promote the overall development of children’s morality, talent and personality? First, strengthen the subjectivity of children in early reading People tend to think that reading is Things after school Therefore, in the pre-school period, even if we look at picture books, they are all adults, and children listen passively. As for him