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一、问题的提出幼儿园语言教学大多倡导幼儿发散思维、横向扩展,多维思考,这无疑对培养幼儿思维的积极性、创造性大有益处.但也往往会忽视思维的条理性,使幼儿理不清讲述的思路,围绕中心意思讲述的能力差.为了克服上述偏差,更好地发展幼儿的创造性思维,使其更合乎逻辑,我们从培养幼儿的初步构思故事的能力入手,对幼儿进行列提纲、编故事训练。构思(即在编故事过程中所进行的框架性思维活动)对还不具有书写能力的幼儿是否可行?多数教育学专家认为,幼儿后期的思维仍以具体形象思维为主,初步逻辑思维能力要在学龄中期(10—11岁)开始形成。个别研究者认为幼儿后期在他的
First, the problem put forward Kindergarten language teaching mostly advocate children divergent thinking, horizontal expansion, multidimensional thinking, which undoubtedly cultivate children’s thinking enthusiasm, creativity, but also tend to ignore the rational thinking, so that young children confused about In order to overcome these deviations, to better develop the creative thinking of young children to make it more logical, we start with the ability to develop young children’s initial story-telling, outlining the children, compiled Story training. Ideas (ie, the framework of thinking in the process of making stories) is not feasible for young children who do not yet have the ability to write? Most educational experts believe that the thinking of young children is still based on the specific image of thinking, the initial logical thinking ability In the school-age (10-11 years old) began to form. Some researchers think of young children in his late