浅析幼儿体育对儿童创造力培养的重要性

幼儿体育作为素质教育的一项重要内容,不仅能增强幼儿的体质,促进幼儿知、情、行和个性的发展,还有助于幼儿创造力的培养。幼儿教育者应根据幼儿的身心发展特点,从教师的教育观念、体育活动环境、体育活动组织形式和教育目标等方面着手幼儿体育,以更好地培养幼儿的创造力,使幼儿健康快乐地成长。     

回归孩子的天性——论新时期开展幼儿体育游戏活动的艺术性

游戏在幼儿的教育活动中占据了很大的比重,这与幼儿的身心发展规律以及特点是相符合的。如何开展体育游戏,发挥体育游戏的功能价值,更好地促进幼儿发展,是新时期广大幼教工作者面临的挑战。本文从体育游戏的概念及其作用出发,结合自身的教学实践,提出了新时期如何开展幼儿体育游戏活动的一些对策,旨在更好地促进幼儿快乐成长。     

幼儿园科学教育之我见

教师应成为幼儿学习活动的引导者,在科学教育活动中拓展幼儿的经验和视野,充分考虑幼儿的学习特点,使科学活动更好地开展。     

幼儿数学教育断想

幼儿教师普遍对幼儿数学教育活动的设计与实施有畏难情绪。通过明晰幼儿数学教育的目标、价值和功能,注重保护幼儿对数学的兴趣,了解幼儿数学概念学习的两个水平,明确幼儿数学应用能力培养的路径,将有助于幼儿教师更好地开展数学教育活动。     

构建魅力彰显个性

<正>幼儿创意印画是以幼儿的生活和美术活动经验为基础,整合多种美术表达形式,让幼儿能够新颖、独特地创造艺术形象的活动。开展创意印画活动,可以更好地培养幼儿的艺术活动兴趣,更好地促进幼儿创造力的发展,使幼儿在创造美、表现美的过程中获得美的情感体验和成功感,更好地促进幼儿的全面发展。根据大班幼儿参与美术活动的特点,依托整合性的艺术教育模式,尝试在生活中选取幼儿们所熟悉的多种自然材料,融多元化与趣味化于一体,从材料的创意、内容的创意、组织形式的创意等角度出发,通过感受、     

小社团艺术活动课程中幼儿学习品质评价的实践研究

为激发幼儿参与艺术活动的兴趣,上海市黄浦区荷花池幼儿园打破原有的以集体教学活动为主的艺术活动内容和形式,于2005年开始开展小社团艺术活动,坚持进行研究已有17年。这是一种混班混龄且幼儿自选、自组、自建、合作的艺术活动。我们提倡:幼儿是社团的主人,教师是支持者、合作者和引导者。在倡导发展幼儿核心素养的背景下,我们也在思考该如何更好地看待艺术教育活动中的幼儿,怎样在小社团艺术活动中融合审美感受、艺术创造和立德益智的发展目标于一体,为幼儿发展搭建支架。     

浅谈幼儿品德教育

为了更好地对幼儿进行品德教育,本文作者在日常生活活动、游戏中潜移默化地对幼儿进行品德教育,结合各种节日活动对幼儿进行相应的品德教育,做到家园教育协调一致,目的是把幼儿培养成具有远大理想抱负和品德高尚的人。     

农村幼儿园户外活动的开展

幼儿教育在我国现行的教育体系中处于基础教育的地位,在幼儿教育活动指导中,积极开展丰富多彩的幼儿户外活动是重要的教育内容之一,农村幼儿园要为幼儿提供一定的户外活动时间,并且在进行户外活动的时候充分运用丰富多样的农村户外材料,使幼儿在清新的空气、充足的阳光条件下,更好地进行户外锻炼和自主活动,更好地培养幼儿的互助合作能力,让幼儿的身体机能得到大幅度的提升。     

在美术活动中培养幼儿的创造力

《幼儿园教育指导纲要》中将发展幼儿的创造力作为幼儿园艺术教育的重要任务。美术活动是艺术教育的重要形式之一,是幼儿表达自身情感和展现想象力的过程,也是一种创造性的活动。在美术活动中培养幼儿的创造力,既可以促使幼儿获得艺术方面的感染和熏陶,又可以促使幼儿不断地创新和求异。因此,幼儿教师要结合具体的美术教学活动,培养幼儿的创造力,从而促使幼儿更好地感受美、创造美。     

幼儿活动中教师领导力提升初探

幼儿教育活动中,幼儿教师就像一个领导者,带领、引导幼儿进行各种各样的活动,实现教育目标。因此,幼儿教师必须提升自身素质、掌握幼儿活动方法、做好师幼沟通,才能在幼儿活动中,更好地获得幼儿的追随,实现活动目标。     

Enhancing children's sense of self and community through utilizing computers

Summary Research has documented the positive effects computers have on children's self-esteem. Computers can also play an important role in enhancing each child's sense of self. Storytelling, journals, and books about the self provide valuable avenues to help children express their thoughts, ideas, feelings, and dreams. With teacher guidance, each of these activities affirms the children's identity and helps them better understand themselves. For children to have high self-esteem, they need to feel a sense of belonging. In an inclusive environment, teachers use computers to build a classroom identity by graphing class information, recording classroom activities, and/or creating class books. Each of these activities not only helps to build a class identity but enables each child to develop a framework of herself or himself in relationship to the world.     

Spanish-speaking Mexican-American Families' Involvement in School-based Activities and their Children's Literacy: The Implications of Having Teachers who Speak Spanish and English

For a sample of low-income, Spanish-speaking Mexican-American families (n = 72), we investigated associations between family involvement in school-based activities and children's literacy in their preferred language (English or Spanish) during early elementary school. We gave special attention to the potential moderating role of teacher fluency in Spanish. Between kindergarten and third grade, family involvement in school-based activities increased for children who displayed early literacy problems. The rate of increase was greater for children who consistently had bilingual teachers than for children who did not. In turn, increased family involvement predicted better literacy skills at third grade, particularly for children who struggled early. We discuss these results in light of recent recommendations to increase the number of elementary school teachers who are fluent in Spanish and English.     

幼儿自主活动的观察与引导探研

在幼儿园的各类活动中,幼儿的自主性是需要鼓励的,如果教师在幼儿活动中过多干预幼儿的具体行为,就会对幼儿的自主性发展带来负面影响。文章指出幼儿教师要对幼儿自主活动进行有效观察,并根据观察情况给予适当的引导,让幼儿在集体游戏、人际交往、室外活动中发挥自主性,成为活动的主角,健康快乐地成长。     

论教师的专业境界

教师是学校持续发展的第一资源。研究教师专业素养的目的是确保教育质量。从教师个性特征、教师知识、教师职业道德、教师教育教学技能等方面展开了研究。但是，教师是否把专业活动理解成是实现人生价值的过程，深刻地影响着教师的教育活动质量。由此，提出重视教师境界有了现实意义。     

幼儿园情意教育的价值、目标及其组织实施

情感是幼儿认知发生发展的动力,同时对幼儿良好道德与性格的形成及其身体发育有着重要的影响,幼儿期是实施情意教育的关键期,幼儿园应依据幼儿情意发展的总目标,制定纵向的年龄发展目标和横向的领域渗透目标.在此目标指引下,幼儿园应尊重学前教育的一般规律,选择和确定符合幼儿生活经验与兴趣需要的具体主题和活动内容,并依据发展性评价结果,及时调整和完善,以促进每个幼儿的情感与意志品质在原有基础上获得应有的发展.     

Student teachers’ beliefs about learning and teaching and their participation in career-long learning activities

Career-long teacher learning is essential to the teaching profession because it is strongly connected with teacher quality and practices. Student teachers in the first stage of their career-long learning continuum, however, vary in the extent to which they participate in learning activities. This study explores the relationship between beliefs about learning and teaching and participation in learning activities among student teachers, in a school-based teacher education setting for secondary education in the Netherlands. The results indicate that student teachers vary in their beliefs. Structural equation modelling analysis shows that pupil-oriented beliefs are positively related to self-reported participation in learning activities; no relationship emerges between subject matter-oriented beliefs and learning. A cluster analysis reveals two distinct belief profiles, and the findings confirm the relationship to participation in learning activities. Implications for teacher education programmes intended to enhance the chances that their student teachers will become pupil-oriented, career-long learning professionals are discussed.     

Fragile knowledge of angle in turtle geometry

This paper describes an investigation into how the use of Logo affects children's basic knowledge of angle. It shows that teachers should not assume that unstructured use of Logo with a minimum of teacher intervention will have a beneficial effect on children's knowledge of angle and how it is measured. It appears to be the case that children make erroneous adjustments to their conceptual knowledge of angle in order to accommodate the results of an acquired procedural interaction with the computer.     

Using mathematical analyses activities to improve manipulative discrimination in early childhood teacher education

This article reports on the findings of manipulative analyses performed by preservice and in-service teachers in an early childhood teacher education program mathematics methods course. The activities are intended to model and promote mathematical analyses for better discrimination between mathematics manipulatives by early childhood teachers. Findings suggest that these activities elicit varied analyses by the teachers related to practical and pedagogical issues, but are initially lacking in mathematical considerations. Through modeling and practice, they do include mathematical considerations, possibly shifting their beliefs regarding manipulatives away from the common assumption that manipulatives will result in automatic learning. The depth of these analyses, though, suggests that greater focus is required in building a stronger content knowledge base.     

Using multimedia cases for educating the primary school mathematics teacher educator: a design study

The overarching goal of this chapter is to better understand how multimedia video case studies can support the professionalization of primary-school-mathematics teacher educators. We investigate the use of multimedia cases to support teacher educators in learning to mathematize and didactize and to learn how to use multimedia cases with their student teachers. The research study has an exploratory character; we will present a framework for the use of multimedia cases as a tentative answer, grounded in the researchers’ experiments and design activities.     

浅析幼儿园课程中童谣与幼儿体育游戏的关系

童谣作为幼儿娱乐的活动之一,和体育游戏具有十分密切的关系。将童谣融入幼儿体育游戏,不仅可以帮助孩子更好地进行体育活动,而且可以将体育活动趣味化,使得孩子们更好地掌握相应技能。文章将探讨如何将童谣与幼儿体育游戏进行更好的融合。