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在计算教学中,善于抓住幼儿不正确的思维进行辨析,启发幼儿的正确思维,是提高教学效果的一种有效途径。但有些教师,甚至学过幼教专业的教师,却常忽略这点,下面就听课中发现的问题,谈点认识。我在某幼儿园大班听“求两数差”的计算课:上课开始,教师先出示一张画有7只蹲着的青蛙的图片,然后又出示一张画有5只跳起的青蛙的图片。老师让小朋友们观察后提问。教师:“蹲着的青蛙多,还是跳起的青蛙多?”幼儿:“蹲着的青蛙多。”老师:“蹲着的青蛙比跳起的青蛙多几只?”幼儿:“蹲着的青蛙比跳起的青蛙多两只。”老师:“你是用什么方法算的?”幼儿:“用加法算的。”
In computational teaching, it is good at grasping the incorrect thinking of young children to discriminate and inspire the correct thinking of young children, which is an effective way to improve the teaching effect. However, some teachers, even those who have studied kindergarten teachers, often ignore this point. I was in a kindergarten class to listen to “calculate the difference between the two numbers,” the calculation class: At the beginning of class, the teacher first presented a picture of seven squatting frogs, and then presented a picture of the five jumping frogs . After the teacher asked the children to ask questions. Teacher: “Squatting frogs, or jumping frogs?” Toddlers: “Squatting frogs.” Teacher: “Squatting frogs are a few more than jumping frogs?” Toddlers: “Squatting The frog is two more than the jumping frog. ”Teacher:“ What method do you use? ”Toddler:“ Addition. ”