一、以往教育对生活化的认识渐显误区在以往的教学中,教师们虽然也能将一些生活资源纳入教学之中,但对于生活化的认识却日渐显现出一个误区:即将儿童的生活作为添加在教学活动中的调料和点缀,没有从根本上使教学关注生活、亲近生活,教学日渐走向虚拟。如以往的教学活动中我们时常会借助图片、录像甚至是精心制作的课件来认识各个动物、植物,而对现实生活中的“实物”这一资源却很少利用。如此一来,孩子们对图片、电视等虚拟物像倒是熟悉了,而对于真实的事物倒 First, the understanding of living education in the past education gradually erroneous zone In the past teaching, although teachers can also put some living resources into teaching, but awareness of life has increasingly shown a myth: the child’s life as a Add seasoning and embellishment in teaching activities, did not fundamentally make teaching focus on life, close to life, teaching increasingly virtual. For example, in the past teaching activities, we often used various kinds of pictures, videos and even elaborate courseware to understand various animals and plants. However, we rarely used the “physical” resources in real life. In this way, the children are familiar with the virtual images like pictures and televisions, but for the real things