Abstract
本文列舉了學前實施課程中，一些偏離了幼兒思維發展和經驗水平的各類教學現象，以及針對這些現象所提出的改善建議和討論。在這些建議和討論的背後，反應了教學在協助幼兒從感覺水平達到概念水平中的作用、反應了幼兒思維特徵、經驗獲得與教師提示、活動設計的關係，也反應了教師自身邏輯思維水平對於幼兒發展的影響。
In this paper, practices that deviated from children’s cognitive development and experiences during curriculum implementation were identified and discussed, and suggestions for improvement were made. These discussions and suggestions reflected the importance of the teacher in helping children move from the sensory level to the conceptual level of thinking, reflected the interrelationship between children’s thinking characteristics, acquisition of experiences, and teachers’ prompts and design of activities. They also reflected the influence of teachers’ repertoire of logical thinking on children’s development. Copyright © 2003 The Hong Kong Institute of Education.
In this paper, practices that deviated from children’s cognitive development and experiences during curriculum implementation were identified and discussed, and suggestions for improvement were made. These discussions and suggestions reflected the importance of the teacher in helping children move from the sensory level to the conceptual level of thinking, reflected the interrelationship between children’s thinking characteristics, acquisition of experiences, and teachers’ prompts and design of activities. They also reflected the influence of teachers’ repertoire of logical thinking on children’s development. Copyright © 2003 The Hong Kong Institute of Education.
| Original language | Chinese (Traditional) |
|---|---|
| Pages (from-to) | 12-16 |
| Journal | 香港幼兒學報 |
| Volume | 2 |
| Issue number | 2 |
| Publication status | Published - Nov 2003 |
Citation
成子娟和黃艾珍(2003)：與幼兒思維的對話：視導隨筆，《香港幼兒學報》，2(2)，頁12-16。Keywords
- Alt. title: Interacting with children’s thinking observations during teaching supervision