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目前,在幼儿园(班)计算教育中还较普遍地存在着小学化、成人化的倾向,具体表现之一就是教学形式单一,多样化、游戏性不够。原因是多方面的,但主要还在教师对幼儿如何学计算缺少必要的足够的研究,而把注意力集中在如何教的问题上。因此,幼儿学习计算,学得不够主动、积极。如何针对幼儿的认识特点,精心设计、组织各种计算教学活动,提高计算教育质量,是广大幼儿教师共同关心和探讨的课题。南京师范大学教育系和南京市部分幼儿园的计算教育科研小组对小、中班的计算教育作了两年的专题研究和实验。现将他们的一些具体做法,归纳成三个专题,分三期介绍给大家,供参考。
At present, there is still a tendency of primary schooling and adultization in the computing education of kindergarten (or class). One of the concrete manifestations is that teaching forms are single and diversified, and the gameplay is not enough. There are many reasons for this, but it is mainly due to the lack of sufficient research on how young children learn to calculate, and to focus on how to teach. Therefore, children learn to calculate, learn not active, positive. How to design and organize a variety of teaching activities and improve the quality of education is a topic that most kindergarten teachers care about and discuss. Nanjing Normal University Department of Education and part of the kindergarten in Nanjing computing education research group for small, middle school computing education made two years of special studies and experiments. Now some of their specific practices, summarized into three topics, introduced in three phases for your reference.