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幼儿教育游戏化的追求及尊重幼儿主体性的思想促使教师愈发观照幼儿在活动中的情绪情感体验。幼儿在活动中快不快乐也就成为评估活动质量的重要指标。但在组织让幼儿快乐学习的教育活动时,一些教师经常走入歧途。在集体音乐活动中常见的问题如下:剥离学习与游戏的关系,忽略幼儿学习过程的快乐,在严肃的音乐学习后给予幼儿游戏“犒赏”;把音乐变为体能游戏或表演游戏的背景;牵强地用与音乐作品无关的游戏维持幼儿的学习积极性;过多地采用贴纸或红花等物质奖励来维持幼儿的参与热情;用“想不想”“好不好”“要不要”等问题激发幼儿“表面上”的积极性;在幼儿回答出严肃的有关乐理知识问题后给予赞赏以期提高幼儿对乐理探究的热情……
The pursuit of gamification of preschool education and the idea of respecting the subjectivity of preschool children make teachers observe the emotional experience of children in their activities. Young children are unhappy in their activities and become an important indicator of the quality of their activities. However, some teachers often go astray when organizing educational activities that allow young children to learn happily. The common problems in collective music activities are as follows: stripping off the relationship between learning and games, ignoring the joy of early childhood learning process, giving toddlers games after serious music learning “rewards ”; turning music into a background of body games or performance games ; Forced to use the music unrelated to the work of the game to maintain the enthusiasm of young children; excessive use of stickers or safflower and other material incentives to maintain the enthusiasm of children involved in the use of “do not want to” “good ” “ Do not ”and other issues stimulate children “ on the surface of ”enthusiasm; in children to answer the serious issue of knowledge about music theory to be appreciated in order to enhance children’s passion for exploration of music ......