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话题中,大班幼儿一方面展示出对自己感兴趣的问题刨根问底,愿意动手动脑去寻找问题的答案;另一方面又初步了解了人们生活与自然环境的密切关系,知道尊重和珍惜生命,保护环境。那么,教师既要鼓励幼儿积极探究,又不能默许幼儿伤害生命,困惑的实质就在于如何将科学教育与生命教育相统一。梳理幼儿问题面对案例中的场景,教师首先应倾听幼儿、仔细分析幼儿的对话,梳理幼儿的问题。从对话中可以发现:(1)在认知方面,幼儿认识到蝌蚪死了;并推测了蝌蚪的死因——疾病、食物缺
On the one hand, the eldest children in the class show their inquisitive questions on the one hand and are willing to start their own brain searching for the answers to the questions; on the other hand, they also understand the close relationship between people’s life and the natural environment, and know how to respect and cherish life and protect the environment . So, teachers should encourage young children to actively explore, but also can not inflict toddler harm to life, the essence of confusion lies in how science education and life education unify. Sorting out the problem of children In the face of the scenes in the case, teachers should first listen to young children, carefully analyze the dialogue of children and sort out the problems of young children. From the dialogue we can find out: (1) cognitively, young children recognize that the tadpoles have died; and speculate about the cause of the tadpoles - illness, lack of food