| 张亚妮,邵秀存.以绘本教学促进幼儿语言与思维协同发展[J].陕西学前师范学院学报,2019,35(5):27-30 |
| 以绘本教学促进幼儿语言与思维协同发展 |
| On the Promotion of Children’s Language and Thinking Development through Picture Book Teaching |
| 投稿时间：2018-10-18 修订日期：2019-01-08 |
| DOI：10.11995/j.issn.2095-770X.2019.05.006 |
| 中文关键词: 幼儿语言与思维 绘本教学 协同发展 |
| 英文关键词: children’s language and thinking picture book teaching coordinated development |
| 基金项目: |
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| 摘要点击次数: 1213 |
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| 中文摘要: |
| 学前期是幼儿语言发展的关键期，作为深受幼儿教师和幼儿喜爱的绘本教学是幼儿园语言教育活动的主要形式之一。但是，目前绘本教学存在的问题是教师的教学方式简单，教学效果不理想。问题的症结在于很多幼儿教师忽略了语言与思维的关系。思维是语言的基础，语言是思维的内容，二者相互促进，共同发展。幼儿学习语言的过程也是语言与思维相互转化的过程。因此，在绘本教学中需要教师重视语言与思维的相互作用，为幼儿选择适宜的绘本、创设良好的语言环境、丰富教学形式，以更好的促进幼儿语言与思维的相互转化，实现二者的协同发展。 |
| 英文摘要: |
| Pre-school is the key period for the development of children’s language.Picture book teaching,which is deeply loved by preschool teachers and children,is the main form of kindergarten language education activities.But at present,the problems of picture book teaching are that the teaching method of teachers is simple and the teaching effect is not ideal.The crux of the problem is that many kindergarten teachers neglect the relationship between language and thinking.Thinking is the basis of language and language is the content of thinking.They promote each other and develop together.The process of children’s language learning is also a process of mutual transformation between language and thinking.Therefore,in picture book teaching,teachers need to pay attention to the interaction between language and thinking,select appropriate picture books,create a good language environment and enrich teaching forms,so as to better promote the mutual transformation of language and thinking,and achieve the coordinated development of the two. |
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