探索活动是幼儿的一种主动活动,但是探索并不意味着放任自流,并不是取消教师对幼儿应有的指导。我们在实践中感到,教师可以从以下几个方面对幼儿的探索活动进行指导。一、设计导向性问题教师在指导探索活动时,应抓住重点、难点设计一些具有启发性、导向性的问题,以刺激幼儿感知、操作、思考,寻找问题的答案。教师设计的问题应简洁明了,可以根据需要在探索前、探索中或结束时提出,既可面向集体提出,也可面向个体提出。我们在设计问题时有以下几种意图:1.交代任务 Exploring activities is a kind of active activity for young children, but exploration does not mean letting go and does not eliminate the teacher’s guidance to young children. In practice, we feel that teachers can guide young children’s exploration activities in the following aspects. First, the design-oriented issues Teachers in the guidance of exploration activities, should focus on the difficult design of some enlightening, oriented questions to stimulate children’s perception, operation, thinking, looking for answers to questions. Teachers should design problems should be concise and clear, and they can be put forward before, during or at the end of their exploration according to their needs. They can be put forward both for the collective and for the individual. We have the following intentions when designing a problem: 1. Assign tasks