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本研究采用观察法和访谈法对幼儿园实施差异教学的现状进行了调查。结果表明,幼儿园教师对差异教学基本概念和意义的理解较为准确,但在实际开展差异教学的过程中还存在许多问题。具体表现为:差异教学在集体教学活动中实施较少;教学形式多以个别指导为主,较少有集体、小组以及其他组织形式;差异教学的实施较少预先设计,多以随机教育的形式出现;根据幼儿人格类型进行的差异教学还存在一些问题。研究者认为,在幼儿园开展差异教学是可行的;幼儿园教师需要提高实施差异教学的能力;各方力量应积极参与,共同解决差异教学过程中存在的问题。
In this study, the status quo of the implementation of differential teaching in kindergartens was investigated by observation and interview. The results show that kindergarten teachers understand the basic concepts and meanings of difference teaching more accurately, but there are still many problems in the process of actual teaching. The concrete manifestation is that difference teaching is practiced less in collective teaching activities, the instruction forms are mostly individual ones, there are less groups, groups and other forms of organization. The implementation of differential teaching is less pre-designed and more often takes the form of random education There are still some problems with the teaching of difference according to the types of children’s personality. Researchers believe that it is feasible to carry out differential teaching in kindergarten. Kindergarten teachers need to improve the ability to implement differential teaching. All forces should actively participate in solving problems in differential teaching.