幼儿园的文学作品到底应当怎样教,才能使幼儿接受并能得到益处,我是这样做的。 1.根据幼儿的年龄特征和个性特点,作出一个由浅入深,循序渐进的整体安排。4—6周岁幼儿的智力发展和兴趣变化极为迅速,同时,不同性别,不同个性,不同资质,对文学的心理需求也有差异。如大班比中小班幼儿的欣赏能力要强,需求也高,如不注意差别,只求统一教材,统一要求,统一讲述方法,势必降低一部分幼儿的学习积极性和欣赏兴趣。一次,我组织大中小三班幼儿出去观察金色的秋天,他们对一望无际的稻田发出感叹。小班幼儿说:“稻子全黄了!”中班幼儿说:“金灿灿的稻穗,丰收了。”大班小朋友朱丽说:“大地一片金黄,沉甸甸的稻穗压 Kindergarten literary works in the end how to teach, in order to enable young children to receive and benefit, I did so. 1. According to the characteristics of young children’s age and personality, to make a from shallow to deep, step by step the overall arrangement. 4-6 years of age children’s intelligence development and interest changes very rapidly, at the same time, different genders, different personalities, different qualifications, psychological needs of literature there are differences. Such as big class than small and medium sized children enjoy ability to appreciate, demand is high, such as not paying attention to differences, just to unify the teaching materials, unified requirements, uniform about the method, is bound to reduce some of the children learning enthusiasm and interest. Once, I organized three classes of preschool children to go out and observe the golden autumn. They lamented the endless paddy fields. Small class children said: “The rice is all yellow!” The young child in class said: “The golden ear of rice, bumper harvest.” Julie, a classmate, said: "The earth has a golden, heavy rice pressure