摘要
幼儿园教育的起点和终点都是幼儿的经验,然而在当前幼儿园教学实践中,普遍存在着对儿童经验完整性的忽视,由此导致了大量低效或无效的教学活动。完整经验由经历与体验两种基本成分组成,具有冲动性和生长性、长期性和迁移性、审美性和整一性、个体性与群体性等特征。教师应善于搜寻完整经验,预设教学目标,并借助体验驱力,将教师预设的目标转化为幼儿自己的目标,让幼儿在多种多样的经历中最终形成完整经验。
Kindergarten education may not provide complete experience for children, which is not helpful to children＇s development. A kind of complete experience should include what children have done and how they feel. The teacher should not only select complete experience for children, but also make it become children＇s own need and give them enough chances to explore their living world.
出处
《学前教育研究》
CSSCI
北大核心
2013年第5期55-61,共7页
Studies in Early Childhood Education
基金
全国教育科学规划项目(编号:EHA030435)的阶段性研究成果
关键词
经验
经历
体验
幼儿园教学
experience, doing, feeling, kindergarten teaching
