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【观察背景】近年来随着《指南》的颁布,幼儿学习品质的培养越来越受到广大幼教工作者和家长的重视,但是由于学习品质不同于知识内容,它看不见、抓不住,因此在面对幼儿的具体活动行为时,我们应该观察什么?怎样观察?如何评价与分析幼儿在这方面的发展?应采取哪些支持策略?这些问题一直困扰着我们。山西省幼儿教育中心申报的《山西省3-6岁儿童发展评价的研究》课题的开题培训像一场及时雨,使得我们的困惑和思考找
Observations Background With the promulgation of the Guide in recent years, the quality of early childhood learning is increasingly valued by the majority of preschool education workers and parents. However, due to the fact that learning quality is different from knowledge, it can not be seen and can not be grasped. Therefore, In the face of specific activities of young children, what should we observe? How to observe? How to evaluate and analyze the development of young children in this area? What support strategies should be adopted? These problems have plagued us. Shanxi Province Early Childhood Education Center to declare the “Shanxi Province 3-6-year-old children’s evaluation of the development of” the topic of training like a timely rain, making our confusion and thinking find