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在方案教学活动中,儿童与儿童、儿童与教师、教师与教师之间不断地发生着交互作用。如果教师能积极发挥儿童集体(班级或小组)的作用,那么,儿童在学习过程中就能顺利进行知识的共同构建。在一个学习集体中,教师要善于聆听和观察儿童,不失时机地提供各种机会让儿童去探索,感受探索带来的快乐。如在花园散步时,有的孩子认为泥土是有颜色的,有的说泥土是小虫的家,有的则为“泥土有死土和活土之分”而争论不休……经验告诉我们,教师只有对孩子的言行十分敏感,并熟悉有关知识经验,才有可能在活动过程中与孩子一起拓展活动的广度和深度。如在以“泥土”为主题的方案活动中,我们通过与孩子们讨论,将研究焦点集中在泥土与动植物的关系、泥土与水的关系、泥土的种类、泥土的用途(种植、做砖、制作陶器)等方面。接着,我们通过创设环境和提供材料,来支持孩子的活动。如建立“小仓库”,准备一些与主题有关的材料,包括不同种类的泥土,在泥土里生长的植物,各种纸张,各类空瓶,等等,让孩子在需要的时候取用。
In program teaching activities there is an ongoing interaction between children and children, children and teachers, teachers and teachers. If teachers can actively play the role of children’s collectives (classes or groups), then children can successfully carry out the construction of knowledge in the learning process. In a learning collective, teachers should be good at listening to and observing children, seize every opportunity to let children explore and feel the joy of exploration. When walking in the garden, some children think that the soil is colored, some say that the soil is a bug’s home, and others are arguing about “the soil is divided between the soil and soil.” Experience tells us that, Only when teachers are very sensitive to children’s words and deeds and are familiar with the relevant knowledge and experience can teachers expand the breadth and depth of their activities along with their children. As discussed in the program “Earth”, we focused our attention on the relationship between soil and flora and fauna, the relationship between soil and water, the type of soil, the use of soil (planting, brick making , Making pottery) and so on. Next, we support children’s activities by creating environments and providing materials. Such as the establishment of “small warehouse”, to prepare some of the theme-related materials, including different types of soil, plants growing in the soil, all kinds of paper, all kinds of empty bottles, and so on, so that children take when needed.