教室里十分安静,孩子们聚精会神地在收听录音机里播放的《狐狸和小羊》的故事。故事情节激起了孩子们的义愤。这时,教师自然地将活动转入到第二个阶段。教师建议:“现在我们来折一只狡猾的狐狸好吗?”幼儿一致赞同。于是教师教,幼儿折,孩子们一边折,一边讨论刚才听到的故事,气氛十分活跃。折好狐狸的小朋友抽拉着狐狸的嘴,纸狐狸便活动起来。当大部分幼儿都折好时,教师问幼儿:“你们准备用什么方法来处置这只狡猾的狐狸呢?”幼儿个个争相发言:我要把狐狸关在山洞里饿死;我坐在飞机 The classroom was quiet and the children were attentively listening to the “foxes and lambs” that were playing on the tape recorder. The story stirred up the children’s indignation. At this moment, the teacher naturally transferred the activity to the second stage. Teachers suggested: “Now we come to fold a cunning fox okay?” Children agree. So teachers teach, children fold, while the children off, while discussing just heard the story, the atmosphere is very active. Fold the fox’s children pull the fox’s mouth, the paper fox will move up. When most of the children are getting folded, the teacher asks the young child: “What are you going to do to deal with this crafty fox?” The young children all vied with each other: I want to starve the fox in the cave; I am sitting aircraft