摘要
每个儿童都是不断变化的生命个体,教师要尊重幼儿的学习状态,关注领域渗透和学习品质,促进幼儿整体长远发展;教师要呈现幼儿的生命样态,关注内容选择的多元、学习途径的多维、表达方式的多样,促进幼儿个性多元发展;教师要关注幼儿的人际动态,关注人与环境、人与人、人与自我的互动,促进幼儿主动和谐发展。
As every child is a changing individual life, teachers should respect each child＇s learning state and focus on areas infiltration and learning quality to promote the overall long-term development of children. Teachers should present children＇s life by paying attention to the content choice of diverse, the way to learn and expression of diversity, and promoting the development of young children＇s personality diversity. Teachers should also focus on children＇s interpersonal dynamics and the interaction between them and the environment to promote the harmonious development of children＇ s initiative.
出处
《学前教育研究》
CSSCI
北大核心
2015年第3期64-66,共3页
Studies in Early Childhood Education
基金
张家港市教育科学"十五"规划课题"地域生态教育研究"
关键词
生态课堂
生命力
幼儿园教育
ecological classroom, vitality, kindergarten education
