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为了更好地了解当前幼儿文学教育中存在的问题,以便提出更有针对性的建议,笔者前不久对幼儿文学教育活动的过程及其效果进行了调查。这次调查分别以采用分科课程模式和综合课程模式的南京市各一所幼儿园的一个大班为对象。两个班的教师均热爱幼教,尊重幼儿。两个班的幼儿语言发展水平相当。在两个班分别调查了故事类和诗歌类两类活动各3次。具体方法是:现场观察每次文学教育活动的全过程,采用录音记录,用事件取样法整理教师与幼儿的言语行为的情况;每次活动的前后与教师谈话,了解该班幼儿的学习经验和教师设计组织活动的目
In order to better understand current problems in early childhood literary education in order to make more targeted suggestions, I recently investigated the process and effectiveness of early childhood literary educational activities. The survey targets a large class at a kindergarten in Nanjing each using a sub-curricular and integrated curriculum model. Both classes of teachers love early childhood education, respect for children. The level of children’s development in both classes is comparable. Two classes were investigated in the two classes of story and poetry, respectively, two types of activities three times. The specific methods are as follows: observe the whole process of each literary education activity on the spot, adopt the recording and recording method, and organize the verbal behaviors of teachers and young children by means of event sampling method; talk with the teachers before and after each activity to understand the learning experiences of the young children in this class; Teachers design the purpose of organizing activities