幼儿德育的“三位一体”教育策略研究——基于对幼儿教师教育口语的案例解析

The Education Solutions of Moral Education for Pre-school Children's “Trinity”——A Case Study on the Oral Class for Kindergarten Teachers

幼儿教师的职业口语包括教学口语、教育口语和交际口语三种。在一日在园活动中,除了教学口语以外教师使用最多的就是教育口语了。学龄前幼儿的有意注意、逻辑思维和道德评价等方面都还没有发展完全,这就需要教师针对不同幼儿的特点使用不同类型的教育口语来帮助幼儿规范德行、塑造品格。然而,很多幼儿教师在使用教育口语时存在表面化、形式化的问题,并没有真正达到教育幼儿的目的。究其原因,主要是教师只关注教育语言的使用,忽略了道德情感的培养和道德行为的示范。文章结合具体案例,创造性地提出了"三位一体"的教育策略,即在思想上影响幼儿,在行为上引导幼儿,在语言上提示幼儿,从而全方位、立体化地完成对幼儿的教育和培养。

The professional oral training for kindergarten teachers is for class teaching,edu-cation, and communication. In daily educational practice, education speech is the most useful one besides teaching speech. The pre-school children 5 s ability of voluntary attention, logical thinking, and moral evaluation is not fully developed, so it requires teachers to use various types of language to help them regulate moral and behaviors and shape their personalities. Many teachers ’ education language is superficial and formalized, and fails to cultivate moral and emo-tion and set examples of moral behaviors. Based on concrete cases,a a trinity education strate-gy is proposed creatively, including the ideas of to affect children ideologically, guide their be-haviors, and remind them with language. Therefore,it may educate and cultivate children com-prehensively and three- dimensionally.