案例中,当看到保育员播种时,幼儿就对是否在种子上面放石头“闹哄哄地争论开了”。这个时候,教师并未介入,耐心地等待。到了下次的晨间谈话时间,才就争论的话题与幼儿讨论。教师的等待,留给了幼儿争辩的空间和思考的时间,实则是为幼儿的自主学习和发展创设了条件。对于学前儿童来说,他们的成长需要成人耐心的等待和适宜的引导。教师等待的同时还应伴随着观察与理解,等待是引导的基础。 In the case of a nursery schoolteacher, when he saw the nursery sowing, the young child wondered whether it was time to put a rock on the seed or not. At this time, the teacher did not intervene, waiting patiently. By the time of the next morning talk, discussion with young children was started on the topic of debate. Teacher’s waiting, leaving children room for debate and thinking time, but in fact for young children to create the conditions for independent learning and development. For pre-school children, their growth requires adult patient waiting and appropriate guidance. Teachers should also be accompanied by observation and understanding while waiting, and waiting is the basis of guidance.