| 冯海英,瞿巧玲.矛盾分析法下幼儿中心与教师中心的思考[J].陕西学前师范学院学报,2017,33(11):20-24 |
| 矛盾分析法下幼儿中心与教师中心的思考 |
| On Children-centered and Teacher-centered Based on the Contradiction Analysis |
| 投稿时间：2017-05-24 修订日期：2017-06-29 |
| DOI：10.11995/j.issn.2095-770X.2017.11.005 |
| 中文关键词: 矛盾分析法 幼儿中心 教师中心 动态平衡 学习新模式 |
| 英文关键词: Contradiction analysis Children-centered Teacher-centered Dynamic balance New patterns of learning |
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| 摘要点击次数: 1394 |
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| 中文摘要: |
| “幼儿中心”与“教师中心”历来存在争议，在尊重幼儿中心的大环境下幼儿园教师容易片面的理解二者关系。矛盾分析法是认识事物和解决问题的基本方法，基于此出发点，幼儿教师应该确认双中心不平衡的合理性、正视双中心失衡、灵活应对双中心失衡和抓住关键促进双中心平衡等认识，并在双中心动态平衡下形成师带幼动的拓展性学习、师幼互动的协商性学习、师推幼动的连续性学习的新模式，以取得幼儿与教师教学相长共同发展的双赢局面。 |
| 英文摘要: |
| The “Children-center” and “Teacher-centered” have always been controversial, and it easy to misunderstand the relationship between the two sides in the context of child’s center. Contradictory analysis is the basic way to understand the things and solve the problem. Based on this point, kindergarten teachers should understand the rationality of the imbalanced double-center, and give flexible response to double center imbalance and seize the key to promote the balance of double center and set up new model of learning in the dynamic practice of the subjects. The teacher should take the children to do outdoor expend training; the children and the teacher should have interact learning-teaching form; and teacher should help children the continuous learning, in order to obtain a win-win situation. |
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