幼儿园餐后环节一般处于教师的高控状态,活动内容随意又单一,孩子们没有选择的机会,也没有满足幼儿由于进餐速度差异产生的不同需求,更不要说是让幼儿进行自主活动了。【问题镜头】镜头一:教师邀请吃完饭的幼儿去走廊上看书,但是,有个别幼儿对看书根本没兴趣,书一扔就开始在走廊上嬉戏吵闹,教师既要管理走廊秩序,又要督促剩余的孩子吃饭,显得力不从心。镜头二:教师在安排吃晚饭的幼儿活动,突然,饭桌上两个小 Kindergarten postprandial section is generally in the teacher’s high control status, activities random and single, the children have no choice, nor did they meet the different needs of children due to differences in meal speed, let alone allow children to carry out autonomous activities. Lens】 【question one: the teacher invited children to eat the corridor to read the book, but there are individual children did not read any interest in books, fling the book began to play in the corridor noisy, teachers not only to manage the corridor order, but also Supervise the remaining children to eat, seem powerless. Lens 2: Teachers in the arrangement of early childhood activities for dinner, suddenly, the table two small