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在大班散文《春姐姐》的教学活动过程中,孩子们提出了一堆颇值得玩味的问题:“春姐姐没有手,怎么带来礼物?”“小河没有手,怎么弹琴?”“雷公公没有手,怎么敲鼓?”这是乔老师在设计教学活动时没有考虑到的。一开始只是一个小朋友提出的,后来,很多小朋友都提出了类似疑问,大家已不是围绕老师的要求讨论“这篇散文美在什么地方”,而是对上述问题发生了浓厚的兴趣。如何积极地面对、有效地驾驭这个活动呢?乔老师决定把问题交给孩子们讨论。
During the teaching activities of her elder essay “Chun Sister”, the children put forward a lot of questions worthy of pondering: “Spring sister does not have a hand, how to bring a present?” “The river has no hand, how do you play the piano?” “ Hand, how to knock the drum? ”This is Joe teacher did not consider in the design of teaching activities. At the beginning, only one child made a proposal. Later, many children raised similar questions. Instead of discussing “where is the beauty of the essay” around the teacher’s request, people are not only interested in these issues. How to actively face and effectively manage this activity? Teacher Joe decided to put the issue to the children to discuss.