幼儿阶段有效性教学问题的诊断与矫正  

The Diagnosis and Correction of Effective Teaching in Early Childhood

作　　者：李汉学[1] 柳燕[1] LI Hanxue LIU Yan

机构地区：[1]武汉大学教育科学研究院

出　　处：《天津师范大学学报（基础教育版）》2016年第4期77-80,共4页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：教育部人文社会科学研究青年基金项目"中小学教师教学生活质量评价研究"(10YJC880085)

摘　　要：幼儿时期是儿童智力开发的最佳时期,是使人格健全的关键时期,同时也是个体性教育的关键时期。幼儿阶段教学容易出现各方对幼儿过分宠爱、各方对幼儿过分管制、幼儿教育呈现小学化等问题。幼儿阶段有效性教学需要明确幼儿阶段教学的中心任务,以游戏作为培养幼儿的主要方式,教师和家长需要起到良好的示范作用,并注重培养幼儿独立思考和动手的能力。Early childhood is the best period for child intelligence development,the key period of healthy personalities,and also the key period for individuality education. Problems such as excessive love and control on infants by all parties,the tendency of early childhood education to primary school education may appear easily in early childhood teaching. It is necessary to define the key task for effective teaching in early childhood,take ＂playing game＂as the main way of training infants,and teachers and parents need to play a good demonstration effect,and pay attention to cultivate infants＇ independent thinking and hands- on ability.

关 键 词：幼儿 教学 有效性 

分 类 号：G612[文化科学—学前教育学]