【摘要】："前書寫"是指學(xué)前幼兒所進(jìn)行的非正式的書寫活動,然而因?yàn)?前書寫"的寬泛定位導(dǎo)致了學(xué)前兒童"前書寫能力"參差不一的學(xué)習(xí)起點(diǎn),為一年級的書寫指導(dǎo)帶來了巨大挑戰(zhàn)�；趯W(xué)情視角,對柯橋城區(qū)三所幼兒園進(jìn)行了問卷調(diào)查、教師訪談和數(shù)據(jù)分析,在此基礎(chǔ)上提出了"抓住關(guān)鍵糾正姿勢""建立長效機(jī)制形成多方合力"和"開發(fā)‘書寫第一課’微課程實(shí)施情趣教學(xué)"等改進(jìn)策略。
[Abstract]:"pre-writing" refers to the informal writing activities carried out by preschool children. However, the broad orientation of "pre-writing" leads to the uneven learning starting point of "pre-writing ability" of preschool children, which brings great challenges to the writing guidance of the first grade. Based on the perspective of learning situation, this paper makes a questionnaire survey, teacher interview and data analysis of three kindergartens in Keqiao city. On this basis, it puts forward some improved strategies, such as "grasping the key correction posture", establishing a long-term mechanism to form a multi-party joint force "and" developing 'writing the first lesson' microcurriculum to implement interest teaching ".
【作者單位】： 浙江省紹興市柯橋區(qū)漓渚鎮(zhèn)中心小學(xué);
【分類號】：G623.2
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本文編號：2505475