在幼儿园的具体教学中,教师的最大困惑是如何适时介入幼儿的活动,做到既不干预太多,又不错失任何一个具有教育价值的教授时机。我认为决定教师介入幼儿活动的时机主要有以下几个方面。一、“认知结”出现时。认知结是指幼儿在探索和思考的过程中遇到可能会使其行为受到阻碍或产生停顿的某个问题,即所谓的认知失衡时刻。这些“结”的解决可能意味着在同化和顺应基础上的知识结构的重新建构,也可能意味着创造性智慧的产生。教师要注意到这些“结”,并适时介入幼儿的活动,使这些“结”成为幼儿注意的焦点,从而使幼儿对问题有更深层次的理解。二、积极等待仍没有结果时。积极等待是相对消极等待而言的,它是指在活动中教师自始至终关注幼儿的活动,当幼儿出现困难时,不是急于介入,而是给予一定的 In the specific teaching of kindergarten, the biggest confusion of teachers is how to timely intervention in young children’s activities, so that it does not interfere with too much, without losing the timing of any professor with educational value. In my opinion, the main factors that determine the timing of teacher intervention in early childhood activities are the following aspects. First, the “cognitive knot” appears. Cognitive knot refers to the child in the process of exploration and thinking encountered may be hindered its behavior or stop a certain problem, the so-called moment of cognitive imbalance. The solution of these “knots” may mean that the reconstruction of knowledge structures based on assimilation and adaptation may also imply the emergence of creative wisdom. Teachers should pay attention to these “knots” and make timely interventions in the activities of young children so that these “knots” become the focus of children’s attention so that young children can have a deeper understanding of the problem. Second, the positive wait is still no result. Active waiting is relatively passive waiting for it, it refers to the activity of teachers throughout the child care activities, when children have difficulties, not anxious to intervene, but to give a certain