论文部分内容阅读
讲故事作为学前教育专业学生应掌握的教学技能之一,在学校课程中作为训练学生讲故事能力的课程载体,微格课程成为最为重要的课程之一。然而在对一些学校微格课程中如何训练学生讲故事能力进行了解及反思传统微格教学程序后,发现现今在微格教学中训练学生讲故事能力基本上都是按传统微格教学模式,学生试讲,同学教师点评,学生改进后再讲,不断重复的过程。过程中缺少系统的内容和步骤,教师态度也相对随意化,缺少对内容的设计。
As one of the teaching skills that preschool education students should master, as a carrier of training students’ ability of telling stories in school curriculum, microteaching is one of the most important courses. However, after we know how to train students ’storytelling ability in some micro-grid courses and reflect on the traditional micro-grammar teaching program, we find that the ability to train students’ storytelling in micro-grammar teaching is basically based on the traditional micro-teaching pattern. Trial talk, classmate teacher comments, after the improvement of students to say, the process of repeated. The process of the lack of systematic content and steps, teachers are relatively random attitude, the lack of content design.