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通过对幼儿活动的持续观察我们发现,相对于制作精美、繁琐的活动区材料,幼儿更倾向于选择一些日常生活中较容易收集的如竹筷、纸盒、纸箱、麻将牌等非结构材料。这些没有经过刻意“加工”的原生态材料更能引发幼儿与之有效互动,进而产生探究欲望。在幼儿的探究过程中,教师努力做好提供平台、积极支持、即时关注、用心记录幼儿探究历程等辅助性工作,既引发了幼儿主动探究的兴趣,又形成了良好的师幼互动。
Through continuous observation of early childhood activities, we found that young children are more likely to choose some non-structural materials such as bamboo chopsticks, paper boxes, cardboard boxes, and mahjong tiles, which are easier to collect in daily life than those produced in exquisite and tedious activity areas. These original materials, which have not been deliberately “processed”, can lead to effective interaction between young children and thus generate the desire for inquiry. In the process of inquiry into children, the teachers try their best to provide the platform, active support, immediate attention and careful recording of the children’s inquiry history, which not only aroused the interest of young children to explore actively, but also formed a good teacher-child interaction.