每当教师想要组织幼儿阅读某部作品时,总是无法突破传统集体教学活动中“一本书一节课”的固有模式,会想当然地构想如何引导、如何构思提问来设计出符合儿童心理和接受能力的具体方案。但是,再完美的方案也无法在有限的三四十分钟内成功实施,因为幼儿理解作品需要过程,幼儿反馈作品需要过程,不同的幼儿需要的过程又是不同的。所以,当我们将自己精心设计的问题抛给幼儿时,我们往往会发现幼儿的回答偏离故事主线。这主要是因为幼儿对作品不熟悉。如果幼儿长期处于这种碎片化的学习状态,就将永远无法深入思考问 Whenever teachers want to organize young children to read a certain piece of work, they can not always break through the inherent mode of “one book and one lesson” in traditional collective teaching activities, and they will naturally conceive of how to guide and how to construct a question to design a Child psychology and ability to accept specific programs. However, a perfect solution can not be successfully implemented in a limited period of thirty or forty minutes because young children need to understand the work process, young children need work process, and different young children need different process. So when we throw our well-designed questions to toddlers, we tend to find that toddlers’ answers deviate from the main line of the story. This is mainly because young children are not familiar with the work. If a child is in such a fragmented state of learning for a long time, he or she will never be able to think deeply