在教学过程中,孩子常常会有一些令教师感到意外的举动,使计划好的教学活动节外生枝。对于这些始料末及的问题,教师该怎样处理呢?是制止、敷衍,还是为孩子在智力和个性方面的良好表现而喜悦,并机智地随机施教,从幼儿的兴趣和需求中发现教育价值?实际上,这是一个教师的教育观和教育机智的具体表现。 有时,幼儿会离开教师的导向而突发奇想,向教师质疑。其实,孩子能提出问题正说明他在思考,说明他思维活跃。那么,这些来自孩子的问题也就最能调动他们学习的内趋力。因此,教师应及时捕捉幼儿在活动中不时迸发出的有意义的兴奋点,鼓励他们的求异思维,给予 In the teaching process, children often have some unexpected behavior teachers, the planned teaching activities extragame. How should teachers deal with these problems? Are they restrained, perfunctory, or delightful in their children’s intellectual and personal performance, and are taught tactfully at random to find education from their interests and needs? In fact, this is a concrete manifestation of a teacher’s educational concept and educational tactics. Occasionally, young children may leave their teacher’s guidance and whim, ask the teacher questions. In fact, the child can ask questions is that he is thinking, indicating that his thinking is active. Well, these questions from children can also mobilize the most in-depth learning power. Therefore, teachers should promptly capture the meaningful excitement that children emerge from time to time during the activity, encourage their thinking of difference and give