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探索区域是孩子通过操作材料、认识事物、发现事物的特征。目前在幼儿园的探索区域活动中,教师所投放的材料是否能有效激发幼儿的探索欲望;幼儿的探索性行为与活动内容、活动材料、教师引导有怎样的关系;幼儿的探索性行为发展水平如何等问题,值得教师关注与研究。据观察发现,目前探索区域中,教师投放的材料留给儿童自主探索的机会并不多;幼儿的探索行为还停留在较低水平;同一活动内容,不同的探索结果,易激发幼儿的探索欲望;探索的结果与预期结果不同,易激发幼儿的探索欲望。将问题隐含于材料中,多提供低结构活动材料以及教师适时引导等策略,有助于提高幼儿探索性行为的发生,提高幼儿的探索水平。
Exploration area is the child through the operation of materials, recognize things, discover the characteristics of things. At present, in the activities of exploring kindergartens, whether the material put on by teachers can effectively stimulate young children’s desire to explore; what is the relationship between children’s exploratory behavior and activity content, activity materials and teachers’ guidance; And other issues, it is worth the teacher’s attention and research. According to the observation, in the current exploration area, there is not much opportunity for children to leave their own materials for exploration. Young children’s exploration behavior is still at a low level. The same activity content, different exploration results and the urge to explore young children ; The results of the exploration are different from the expected results, which can stimulate children’s exploration desire. The problem is hidden in the material, and more to provide low-structural activities and materials as well as timely guidance of teachers and other strategies, help to improve children’s exploratory behavior, improve the level of exploration of children.