工作就用美篇工作版","guide_search_desc":"海量模板范文,一键做同款 工作就用美篇工作版","img_beautify_switch":0,"ad_free":0,"text_direction":1,"template":{"id":2,"series_id":2,"theme_id":2},"container":{},"redirect":{"redirect_type":1,"img_url":false,"link_url":"/wap/downloadpage/backpage","button_bg_color":false,"button_desc":false,"redirect_desc":false},"edit_date_str":"更新于 2019-06-07","current_time":1743678692,"font_name":"","rcmd_meipian":0,"hide_article_link":0,"from_wechat":false,"topk_keywords":[{"name":"图书","score":0.278416},{"name":"幼儿","score":0.196279},{"name":"孩子","score":0.130164},{"name":"阅读","score":0.109438},{"name":"家长","score":0.1043},{"name":"活动","score":0.099282},{"name":"漂流","score":0.09892},{"name":"小朋友","score":0.087267},{"name":"亲子","score":0.083169},{"name":"书店","score":0.076364}],"content":{"article_id":167681720,"content":[{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"故事起源:图书伴随着每个幼儿的童年生活,是幼儿的伙伴,是幼儿了解自己和外部世界的窗口,还是幼儿寄托情感和思绪的精神之乡,它时时刻刻伴随着幼儿的成长。随着家庭生活质量和家长教育意识的不断提高,每个家庭都有一定数量、种类丰富的藏书,并且其中有很多图书室专门提供给孩子的。也正如此,在4月22日世界图书日来临之际,园内开启了“书香阅读节”的系列活动,而随着活动的开展,我们的故事也就此起航。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"活动一:图书真是多
随着“阅读节”活动的进行,班级群里面的“亲子阅读打卡”如火如荼的进行起来了。在这个过程中我发现,家长们打卡的图书以绘本、童话、文字、迷宫、低幼杂志等,图书种类繁多,但其实部分图书如早期教育类、知识类、技能练习等,并不适合中班幼儿阅读。 ","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":218,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/1c4e6930-7f9b-11e9-83dc-51134557ea4a__png.heic","img_width":562,"link":"","link_desc":"","text":"教师的思考:虽然老师用一系列的手段向家长宣传亲子阅读的重要性,并鼓励家长参与亲子阅读,然而,显然家长对幼儿读物的认识还不是很够。教师既承担着引导幼儿阅读优质图书的责任,也有引领家长提升阅读品质的任务。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"因此,一方面我和孩子们在班级中以“什么样的书我最喜欢”,“书中什么样的画面我最喜欢”等话题展开了讨论,激发幼儿阅读的兴趣,并帮助幼儿梳理阅读的目标。同时,我也在班级群中向家长反馈孩子们的想法,以及转载相关方面文章,向家长建议亲子阅读的图书类型,明确亲子阅读的意义。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":394,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/aedbecf0-82de-11e9-ac3b-c5e8c48f43d6__png.heic","img_width":622,"link":"","link_desc":"","text":"
活动二:图书漂流,我们在继续
5月7日校园图书漂流节当天,孩子们都热情满满的参与到活动之中,交换到自己心爱的图书以后更是表现出了无比的满足。然而,众多的孩子之中,我发现吴起邗一脸不悦,询问过后了解到,原来是因为他没有交换到自己理想的图书,他撅着嘴向我们表述着王奕均手中的图书才是他想要的,我引导他可以通过和王奕均沟通,尝试说服王奕均和他再次进行交换,然而他们俩交谈许久以后,吴起邗还是以失败告终,王奕均始终不肯让出自己心爱的图书,但是,面对吴起邗的“死缠烂打”,王奕均似乎也动了恻隐之心,最终他做出了一个让步的决定,王奕均说:“你让我先看,我可以等看完了再带过来和你交换。”
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/cf26d510-82de-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"教师的思考:《指南》社会领域1-2-2指出:对大家都喜欢的东西能够轮流、分享。社会领域1-4-2中还指出:能注意到别人情绪,并有关心、体贴的表现。在这个过程中,王奕均表现出了较好的社会适应及人际交往能力。王奕均主动寻得的这个办法我认为是一个不错的办法,但是,显然这个方法后期是需要得到来自于老师或者家长支持与配合,时间方面的配合、形式方面的配合,否则对于他们来说也许只是一时的满腔热情,最终只能是一句空话,实际上无法落实。而纵观当前我们班孩子对图书漂流活动的兴趣与热情,我认为及时抓住契机,展开讨论,不仅能让孩子们保持对图书的兴趣,还能在过程中丰富孩子们的情感体验。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"因此,接下来围绕“怎样的漂流方式是适合我们班日常使用的呢?”这样一个话题,孩子们开始发表自己的意见和观点:
周熙航说:每个星期举行一次漂流活动,小朋友把书本带啦,然后我们在教室里进行漂流。
姬梓航说:把书本带来,放在我们的语言区,让其他小朋友都能看,这样就不用漂流了。
刘果说:放在语言区有时候看不完,很想要带回家看。
最终,汇集孩子们的各种观点,我开始总结:把我们班的图书角变成漂流区,小朋友们随时都可以把自己家中的书带来放到语言区(一次性最多带三本),凡是带来书本的小朋友都可以获得“漂流卡”一张,一本书换取一张漂流卡。漂流卡小朋友自己保管,而当你在发现了感兴趣、喜欢的图书,想要把图书带回家的时候,就可以用漂流卡来换取图书。这样的形式得到了几乎所有小朋友的赞同。
于是,接下来,我们又为此分别开展了“设计图书漂流卡”,“选举图书管理员”的活动。也因为小朋友带来的图书量多,图书区的柜子无法承载,我们通过商讨,新开辟了新的图书摆放区——语言区的柜面,使用直立书架,进行陈列,专供餐后阅读。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/87eafbc0-82e0-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/923039b0-82e0-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/b9124be0-82e0-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"教师的思考:在这一段活动的过程中,集体讨论、小组协商、独立绘画、上台竞选等形式,孩子们的能力并不仅仅局限于阅读方面,想象能力、交流的能力、动手操作的能力等等都得到了不同程度的发展。而如此的图书借阅形式,可以让孩子将自己的喜欢的图书带回家与父母共读,极好的实现了家园供享,有助有幼儿经验的拓展。
活动三:我喜欢的图书
通过一段时间的亲子阅读,孩子们都沉浸在了阅读带来的乐趣之中,自主阅读的行为也变得越来越多、越来越积极,每到午餐过后,他们总会三三两两坐在一起分享、交流自己阅读过的图书。
教师的思考:孩子的兴趣俨然已经被充分激发,可是如何将大量的图书内容最大限度的传递给幼儿,进一步拓展孩子的感知经验,教师有必要引领幼儿开展多种形式的阅读分享活动,引导幼儿欣赏和感知图书。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"于是,利用午休、离园等一些过度环节,请小朋友上前将自己喜欢的图书分享给同伴,这样的分享活动就在我们班开展了起来。然而几天下来,对于分享活动孩子们热情非常高,可是表达能力却不尽如人意,孩子们的分享表现出两级分化现象:一种是上台以后一次性只能进行一句话的描述,并且无重点,时刻需要老师提问式的引导才能继续介绍。另外一种情况是上太以后滔滔不绝,然而表述的也并不清晰,语言的组织有很大的问题,其他小朋友理解起来很吃力,又甚至因为胆怯,所以声音非常轻,乃至其实根本没有起到分享的效果。对此,我们也随机展开了探讨。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":1500,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/2f392f00-82e1-11e9-ac3b-c5e8c48f43d6__png.heic","img_width":2000,"link":"","link_desc":"","text":"郑忻一说:“声音太轻了,小朋友的声音一定要响一些。”
姬梓航说:“我觉得可以用手机录下来,然后再播放出来,大家都可以听到。”
杨昊说:“用画画的方法告诉大家”。
基于以上的一些讨论,在我们班中“图书推荐墙”的墙面产生了。
孩子们在爱心形状的小卡片上用绘制符号的方法来表示出自己看过的一本图书,并在某一个地方画上五角星(或者小圆点)来表示自己对这本书的推荐指数,这样方便其他小朋友在选择图书看的时候具有参考价值,我们还商定,如果看不懂推荐卡的情况下就主动邀请创作者来进行介绍。另外,老师再一次在班级群中和家长们进行沟通,向家长们传达孩子们意图用录音的方式来进行图书交流的愿望,建议家长们给与支持与配合。于是,班级群中不仅有阅读打卡,时常还会有孩子们的故事录音上传,渐渐的,在过渡环节听一听孩子们自己讲的故事也成为了我们的习惯,语言区里自行播放手机录音,听一听同伴讲述的故事也同样成为了一种习惯。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/f3280710-82e1-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/f9e70470-82e1-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"教师的思考:在以上的活动过程当中,孩子们自制的“图书推荐卡”也许并不是很精致,也无法真正起到最初的“推荐”作用,但是这实则是在原书基础上进行的创作活动。孩子们的创作充分体现了对所看书本的深刻认识和理解,同时又是对书本的拓展和创造。而当孩子们相互介绍自己设计的推荐卡,并且通过介绍,看到同伴选择了自己的推荐的图书后,无疑能够较好的感受到成功的喜悦。
而亲子故事录音的方式,让录音成为了幼儿的倾听伙伴。当孩子们听到自己的“原话再现”,会感到特别的兴奋和有成就感,当他们听到同伴讲述的的故事,会不自觉的用“好笑”“有趣”“声音太小了”等等评价的词汇进行点评。在这个过程中,他们互为讲述者、互为倾听者,在互相学习中进一步增强了学习语言的积极性和主动性。这行为同时,也成功引领了家长的参与,构建和谐的亲子氛围,提升了亲子阅读的品质。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"活动四:图书馆游戏
随着孩子们对图书的兴趣日渐浓厚,与日俱增,我也随机在班级群中再次向家长们提出建议,建议爸爸妈妈利用周末及节假日的时间带孩子前往图书馆、书店等参观,加深对图书的理解。家长们积极的响应着,一张张华丽丽的照片传来,。我也顺势向孩子们询问:“你参观的书店是什么样的?”“书店里面有什么让你感觉到最不可思议。”
李志了说:书店里有很多书。
郑忻一说:我看到书店里不光有书,还有很多娃娃。
董北北说:书店里的书是把大人看的书和小孩看的书都分开摆放的。
教师的思考:丰富的参观经验带来了丰富的活动体验。而在幼儿园中,角色游戏是游戏较高级发展的形态,体现着社会关系信息。此刻,孩子们积累的参观经验也许可以为开展角色游戏提供经验支持。因此,我鼓励孩子们在角色游戏中开设“图书馆”“小书店”等。
于是,角色游戏中的小书店开启了。
孩子们每一次开设书店的时候都可以根据自己的喜好和经验来布置自己的书店。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/63fddf40-82e3-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/6b15ab00-82e3-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/714eaf80-82e3-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"活动反思:
1、整个活动充分体现了以幼儿为兴趣起点、以幼儿需要为很的学习历程。幼儿对图书的阅读和分享充分天出了课程游戏化的自主学习精神。活动中,教师是幼儿学习火种的点燃者,敏锐的发现幼儿的兴趣和需要,拓宽幼儿的学习范围和途径,满足了幼儿学习需要。
2、活动中多种形式的活动开展,极大的丰富了幼儿的学习生活和家庭生活。读书成为幼儿每天生活重最重要的事情,成为亲子活动的温馨时刻。活动中优质指导性文章的推送提升了家庭阅读的质量。幼儿与家长、教师、同伴都有积极的互动、协作关系,整个活动的过程体现出师生、同伴、及亲子智慧的结晶和亲密关系。
3、活动中,教师对于部分类型图书的认识还不是很深入,对家长及幼儿的指导都还比较表浅,在指导的过程中整体缺乏信心和有效的策略,教师还需不断努力提升自己。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""}]},"ext":{"id":40752886,"article_id":167681720,"ip":"58.209.48.167","origin_status":0,"edit_from":0,"client_type":5,"password_v2":"","uv":1,"font_id":0,"title_style":"","rich_text_title":null,"gift_switch":1,"deleted_at":0,"recycle_expired_at":0,"share_with_nickname":0,"enable_watermark":0,"music_id":0,"music_source":-1,"_auto_update_time":"2023-07-02 13:11:13"},"extend":{"article_id":167681720,"enable_download":1}},"author":{"id":"67740102","nickname":"春春","head_img_url":"https://ss-mpvolc.meipian.me/users/67740102/6ed7b289c84d3fbabbd586948fd9dd52","column_visit":31,"signature":"","favorite_count":0,"follow_count":0,"follower_count":23,"famous_type":0,"autoplay_music":1,"text_preference":0,"client_type":0,"reward_word":"如果喜欢我的作品,请打赏鼓励哦!","member_type":0,"wechat_id":"ojq1tt9bmwMctneBKIglt1ExT3N0","country":"","province":"","city":"","career":null,"birthday":0,"gender":0,"reg_time":1558863165,"e_id":"","bedge_img":"","label_img":"","review_level":1,"enable_reward_switch":false,"enable_water_mark_switch":0,"plainNickname":"春春","member_status":0,"member_img":"","ext":null,"phone_num":"134****2080","head_attach_img":null,"badge":null,"onlive":false,"qualification":null,"biz_info":{"is_biz_user":false,"share_domains":[]},"headwear":{"icon":"","animation":"","config":{},"param":{}},"cover_img_url":"","weibo_id":"","vwen_id":"","im_id":"","yx_im_token":"","last_visit_time":1663853735,"ip_address":"114.219.105.185","device_id":"861675041752053:02:00:00:00:00:00","reviewer":0,"review_time":0,"account_state":0,"balance":0,"last_contribution_time":0,"member_expire_time":0,"member_qq_group":0,"web_has_login":0,"longtitude":"0.0000000","latitude":"0.0000000","last_client_type":0,"level":0,"province_user":null,"city_user":null,"user_id":67740102,"qq_id":"","apple_id":"","badge_img_url":"","reward_url":"https://www.meipian.cn/wap/reward/view/index.html?mask_id=2515d7f5&author_user_id=67740102&article_title=%E4%B8%AD%E7%8F%AD%E8%AF%BE%E7%A8%8B%E6%95%85%E4%BA%8B%E3%80%8A%E5%9B%BE%E4%B9%A6%E8%B6%A3%E5%91%B3%E5%A4%9A%E3%80%8B","memo_name":""},"content":[{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"故事起源:图书伴随着每个幼儿的童年生活,是幼儿的伙伴,是幼儿了解自己和外部世界的窗口,还是幼儿寄托情感和思绪的精神之乡,它时时刻刻伴随着幼儿的成长。随着家庭生活质量和家长教育意识的不断提高,每个家庭都有一定数量、种类丰富的藏书,并且其中有很多图书室专门提供给孩子的。也正如此,在4月22日世界图书日来临之际,园内开启了“书香阅读节”的系列活动,而随着活动的开展,我们的故事也就此起航。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"活动一:图书真是多
随着“阅读节”活动的进行,班级群里面的“亲子阅读打卡”如火如荼的进行起来了。在这个过程中我发现,家长们打卡的图书以绘本、童话、文字、迷宫、低幼杂志等,图书种类繁多,但其实部分图书如早期教育类、知识类、技能练习等,并不适合中班幼儿阅读。 ","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":218,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/1c4e6930-7f9b-11e9-83dc-51134557ea4a__png.heic","img_width":562,"link":"","link_desc":"","text":"教师的思考:虽然老师用一系列的手段向家长宣传亲子阅读的重要性,并鼓励家长参与亲子阅读,然而,显然家长对幼儿读物的认识还不是很够。教师既承担着引导幼儿阅读优质图书的责任,也有引领家长提升阅读品质的任务。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"因此,一方面我和孩子们在班级中以“什么样的书我最喜欢”,“书中什么样的画面我最喜欢”等话题展开了讨论,激发幼儿阅读的兴趣,并帮助幼儿梳理阅读的目标。同时,我也在班级群中向家长反馈孩子们的想法,以及转载相关方面文章,向家长建议亲子阅读的图书类型,明确亲子阅读的意义。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":394,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/aedbecf0-82de-11e9-ac3b-c5e8c48f43d6__png.heic","img_width":622,"link":"","link_desc":"","text":"
活动二:图书漂流,我们在继续
5月7日校园图书漂流节当天,孩子们都热情满满的参与到活动之中,交换到自己心爱的图书以后更是表现出了无比的满足。然而,众多的孩子之中,我发现吴起邗一脸不悦,询问过后了解到,原来是因为他没有交换到自己理想的图书,他撅着嘴向我们表述着王奕均手中的图书才是他想要的,我引导他可以通过和王奕均沟通,尝试说服王奕均和他再次进行交换,然而他们俩交谈许久以后,吴起邗还是以失败告终,王奕均始终不肯让出自己心爱的图书,但是,面对吴起邗的“死缠烂打”,王奕均似乎也动了恻隐之心,最终他做出了一个让步的决定,王奕均说:“你让我先看,我可以等看完了再带过来和你交换。”
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/cf26d510-82de-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"教师的思考:《指南》社会领域1-2-2指出:对大家都喜欢的东西能够轮流、分享。社会领域1-4-2中还指出:能注意到别人情绪,并有关心、体贴的表现。在这个过程中,王奕均表现出了较好的社会适应及人际交往能力。王奕均主动寻得的这个办法我认为是一个不错的办法,但是,显然这个方法后期是需要得到来自于老师或者家长支持与配合,时间方面的配合、形式方面的配合,否则对于他们来说也许只是一时的满腔热情,最终只能是一句空话,实际上无法落实。而纵观当前我们班孩子对图书漂流活动的兴趣与热情,我认为及时抓住契机,展开讨论,不仅能让孩子们保持对图书的兴趣,还能在过程中丰富孩子们的情感体验。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"因此,接下来围绕“怎样的漂流方式是适合我们班日常使用的呢?”这样一个话题,孩子们开始发表自己的意见和观点:
周熙航说:每个星期举行一次漂流活动,小朋友把书本带啦,然后我们在教室里进行漂流。
姬梓航说:把书本带来,放在我们的语言区,让其他小朋友都能看,这样就不用漂流了。
刘果说:放在语言区有时候看不完,很想要带回家看。
最终,汇集孩子们的各种观点,我开始总结:把我们班的图书角变成漂流区,小朋友们随时都可以把自己家中的书带来放到语言区(一次性最多带三本),凡是带来书本的小朋友都可以获得“漂流卡”一张,一本书换取一张漂流卡。漂流卡小朋友自己保管,而当你在发现了感兴趣、喜欢的图书,想要把图书带回家的时候,就可以用漂流卡来换取图书。这样的形式得到了几乎所有小朋友的赞同。
于是,接下来,我们又为此分别开展了“设计图书漂流卡”,“选举图书管理员”的活动。也因为小朋友带来的图书量多,图书区的柜子无法承载,我们通过商讨,新开辟了新的图书摆放区——语言区的柜面,使用直立书架,进行陈列,专供餐后阅读。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/87eafbc0-82e0-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/923039b0-82e0-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/b9124be0-82e0-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"教师的思考:在这一段活动的过程中,集体讨论、小组协商、独立绘画、上台竞选等形式,孩子们的能力并不仅仅局限于阅读方面,想象能力、交流的能力、动手操作的能力等等都得到了不同程度的发展。而如此的图书借阅形式,可以让孩子将自己的喜欢的图书带回家与父母共读,极好的实现了家园供享,有助有幼儿经验的拓展。
活动三:我喜欢的图书
通过一段时间的亲子阅读,孩子们都沉浸在了阅读带来的乐趣之中,自主阅读的行为也变得越来越多、越来越积极,每到午餐过后,他们总会三三两两坐在一起分享、交流自己阅读过的图书。
教师的思考:孩子的兴趣俨然已经被充分激发,可是如何将大量的图书内容最大限度的传递给幼儿,进一步拓展孩子的感知经验,教师有必要引领幼儿开展多种形式的阅读分享活动,引导幼儿欣赏和感知图书。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"于是,利用午休、离园等一些过度环节,请小朋友上前将自己喜欢的图书分享给同伴,这样的分享活动就在我们班开展了起来。然而几天下来,对于分享活动孩子们热情非常高,可是表达能力却不尽如人意,孩子们的分享表现出两级分化现象:一种是上台以后一次性只能进行一句话的描述,并且无重点,时刻需要老师提问式的引导才能继续介绍。另外一种情况是上太以后滔滔不绝,然而表述的也并不清晰,语言的组织有很大的问题,其他小朋友理解起来很吃力,又甚至因为胆怯,所以声音非常轻,乃至其实根本没有起到分享的效果。对此,我们也随机展开了探讨。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":1500,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/2f392f00-82e1-11e9-ac3b-c5e8c48f43d6__png.heic","img_width":2000,"link":"","link_desc":"","text":"郑忻一说:“声音太轻了,小朋友的声音一定要响一些。”
姬梓航说:“我觉得可以用手机录下来,然后再播放出来,大家都可以听到。”
杨昊说:“用画画的方法告诉大家”。
基于以上的一些讨论,在我们班中“图书推荐墙”的墙面产生了。
孩子们在爱心形状的小卡片上用绘制符号的方法来表示出自己看过的一本图书,并在某一个地方画上五角星(或者小圆点)来表示自己对这本书的推荐指数,这样方便其他小朋友在选择图书看的时候具有参考价值,我们还商定,如果看不懂推荐卡的情况下就主动邀请创作者来进行介绍。另外,老师再一次在班级群中和家长们进行沟通,向家长们传达孩子们意图用录音的方式来进行图书交流的愿望,建议家长们给与支持与配合。于是,班级群中不仅有阅读打卡,时常还会有孩子们的故事录音上传,渐渐的,在过渡环节听一听孩子们自己讲的故事也成为了我们的习惯,语言区里自行播放手机录音,听一听同伴讲述的故事也同样成为了一种习惯。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/f3280710-82e1-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/67740102/f9e70470-82e1-11e9-ac3b-c5e8c48f43d6__jpg.heic","img_width":1200,"link":"","link_desc":"","text":"教师的思考:在以上的活动过程当中,孩子们自制的“图书推荐卡”也许并不是很精致,也无法真正起到最初的“推荐”作用,但是这实则是在原书基础上进行的创作活动。孩子们的创作充分体现了对所看书本的深刻认识和理解,同时又是对书本的拓展和创造。而当孩子们相互介绍自己设计的推荐卡,并且通过介绍,看到同伴选择了自己的推荐的图书后,无疑能够较好的感受到成功的喜悦。
而亲子故事录音的方式,让录音成为了幼儿的倾听伙伴。当孩子们听到自己的“原话再现”,会感到特别的兴奋和有成就感,当他们听到同伴讲述的的故事,会不自觉的用“好笑”“有趣”“声音太小了”等等评价的词汇进行点评。在这个过程中,他们互为讲述者、互为倾听者,在互相学习中进一步增强了学习语言的积极性和主动性。这行为同时,也成功引领了家长的参与,构建和谐的亲子氛围,提升了亲子阅读的品质。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1,"video_id":"","video_thumbnail":"","video_url":""},{"address":"","img_height":0,"img_url":"","img_width":0,"link":"","link_desc":"","text":"活动四:图书馆游戏
随着孩子们对图书的兴趣日渐浓厚,与日俱增,我也随机在班级群中再次向家长们提出建议,建议爸爸妈妈利用周末及节假日的时间带孩子前往图书馆、书店等参观,加深对图书的理解。家长们积极的响应着,一张张华丽丽的照片传来,。我也顺势向孩子们询问:“你参观的书店是什么样的?”“书店里面有什么让你感觉到最不可思议。”
李志了说:书店里有很多书。
郑忻一说:我看到书店里不光有书,还有很多娃娃。
董北北说:书店里的书是把大人看的书和小孩看的书都分开摆放的。
教师的思考:丰富的参观经验带来了丰富的活动体验。而在幼儿园中,角色游戏是游戏较高级发展的形态,体现着社会关系信息。此刻,孩子们积累的参观经验也许可以为开展角色游戏提供经验支持。因此,我鼓励孩子们在角色游戏中开设“图书馆”“小书店”等。
于是,角色游戏中的小书店开启了。
孩子们每一次开设书店的时候都可以根据自己的喜好和经验来布置自己的书店。
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1、整个活动充分体现了以幼儿为兴趣起点、以幼儿需要为很的学习历程。幼儿对图书的阅读和分享充分天出了课程游戏化的自主学习精神。活动中,教师是幼儿学习火种的点燃者,敏锐的发现幼儿的兴趣和需要,拓宽幼儿的学习范围和途径,满足了幼儿学习需要。
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