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导读:以往的集体活动中,由于幼儿人数多,教师既要忙于完成教学内容,又要顾及良好的课堂教学秩序,还要考虑到幼儿在活动中的反馈,往往是应接不暇,顾此失彼。实行分组教学后,参加集体活动的幼儿的人数减少了,这就提高了幼儿个体与教师的交流频率,为师幼互动提供了机会。随着新《纲要》的颁布和幼儿教育改革的不断深入,尊重幼儿、关注幼儿需要的观念在教育实践中已有了一定的落实,不少教师开始有意识地建构合作探究式的师幼关系。但在实践中我
In the past, due to the large number of young children, teachers should not only be busy with completing the teaching content but also have a good order in classroom teaching, taking into account the feedback from young children in the activities, they are often overwhelmed and carefree. After the implementation of group teaching, the number of young children participating in group activities has decreased, which increases the frequency of communication between young children and teachers and provides an opportunity for interaction between teachers and children. With the promulgation of the new “Outline” and the deepening of preschool education reform, the concept of respecting young children and paying attention to the needs of young children has been implemented in education practice. Many teachers have begun to consciously construct cooperative-inquiry-oriented teacher-child relationship. But in practice I