在韵律或音乐游戏过程中,孩子们通过动作表达自己对游戏情境的认识和感受,而教师通过反馈帮助更多的孩子发现同伴的高明之处,同时激发出积极参与活动的热情。幼儿首先要有积极的情绪体验才愿意参与活动,然后通过师幼互动,让幼儿积累更多的动作技能。在师幼互动过程中,教师的反馈性语言如何能让幼儿积极主动积累更多的经验和策略呢?在具体的教学情景中,我们发现当教师反 During the rhythm or music game, children express their feelings and feelings about the game situation through actions. Teachers can help more children to find the companion’s cleverness through feedback, and at the same time stimulate the enthusiasm for active participation. Young children first have a positive emotional experience before they are willing to participate in activities, and then through teacher-child interaction, so that children accumulate more movement skills. In the interactive process of teacher-child interaction, how do teachers ’feedback language help young children accumulate more experience and strategy? In the concrete teaching scenario, we find that when teachers’