这是3年前发生的一件事:当时,我正组织幼儿讲述《聪明的鱼妈妈》,共有4幅图片,叙述了这样的情节:鱼妈妈带领小鱼们在游玩,小鱼们发现了鱼饵,抢着要去吃,鱼妈妈很着急,制止了小鱼,然后想了个好办法,用蚌壳将鱼饵夹下来给小鱼分享。在教学过程中,我发现孩子们在前半段内容的学习中并不是十分投入。于是我没有马上出示后两幅图,而是用着急带请求的口吻说:“哎呀,小鱼们都饿坏了,怎样才能不伤害自己又能吃到鱼食呢?请教教老师!”话音刚 This is what happened 3 years ago: At that time, I was organizing a toddler to talk about “Clever Fish Mum”, a total of 4 pictures depicting the scenario where the fish mother led the fish to play and the fish discovered Fishing bait, rushing to eat, the fish mother in a hurry to stop the fish, and then think of a good way to use the clam shell to catch the bait to share. In the process of teaching, I found that children are not very involved in the first half of the learning content. So I did not immediately show the latter two figures, but with an emergency tone request, said: “Oh, the fish are hungry, how can you not hurt themselves and eat fish food? Please teach the teacher!” Voice just