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在幼儿园开展区域活动中,教师虽然已经了解到区域活动的观察记录需要“走近”幼儿,需要理解幼儿的行为,需要对幼儿的行为进行诠释和分析,但是在实际的区域活动中,师幼互动仍以老师讲解、传授技能为主。区域环境的创设和材料的提供也形同虚设,幼儿在游戏中也得不到相应的发展和提高,本文基于这一问题从教师在区域活动中的非言语行为入手,以幼儿园区域活动中的实例来展示,通过对幼儿模仿操作、自主探究、及幼儿转换区域现象这三个方面的行为进行论述,旨在为幼儿教师在区域活动中运用非言语行为提供借鉴。
In kindergarten activities in the region, although teachers have learned that the observation of regional activities requires “approaching ” children need to understand the behavior of children, children’s behavior needs to be interpreted and analyzed, but in the actual regional activities, Teacher-puppet interaction is still teacher to explain, teach skills-based. The creation of regional environment and the provision of materials are also neglected, and the children can not get corresponding development and improvement in the game. Based on this problem, this article starts from the non-verbal behavior of teachers in regional activities and takes the examples in the activities of kindergartens This article expounds the behavior of kindergarten teachers through non-verbal behaviors in the regional activities through the imitation of children, self-exploration, and the transition of children from one area to another.