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试论述游戏与教学的区别。

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(1)游戏是一种自愿、自发的活动,没有强制性的约束,没有功利性的目的,注重过程和活动本身的价值 .(1 分)教学是一种有目的、有计划、有组织的活动,通过系统的知识传授, 期望受教育者在身心发展方面产生相应的变化和结果。( 1 分)

(2)游戏是一种内驱性的行为,不受社会外在要求的制约,是游戏者依据自己的兴趣、 需要和能力开展的活动, 由内部动机引起的完全自主的行为, 是内部控制的活动。 (2 分)教学是保证教育目标实现的重要途径,要求教师依据教学目标、教学任务和教学内容,有目的、有计划、有组织地进行,既注重活动的过程,也注重活动的结果,是外部控制的活动。( 2 分)

(3)游戏内容丰富多样,结构较松散,通过角色扮演或场景假设等形式组织活动。( 2 分)教学有固定的教育内容、教育场所、教学方法等,教学组织形式严格,教师的控制程度较高,学习方式灵活多样。( 2 分)

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规则游戏的特点是()。

儿童规则行为的发展阶段中,处于规则协调阶段的是()。

案例:

某大班幼儿自发生成了超级达人秀的游戏活动, 但是孩子们都争着做评委 (3名)而不愿意做参赛选手。针对这种情况,教师和幼儿一起商量对策,经过幼儿之间的相互讨论,最后大家达成共识,产生了游戏规则,通过“抓阄”的方式确定谁做评委, 摸到红牌的幼儿则当评委。 参赛选手表演完一轮节目后, 大家再重新抓阄确定谁做评委。 新的游戏规则实施下来, 游戏进行的很顺利。 但是一段时间后,新的问题出现了。有一些小朋友一次评委也没做过,没有摸到过红牌,在游戏中又产生了争执。 面对新的问题, 教师和幼儿又一次一起商量解决问题的办法。有幼儿提出在上一轮当过评委的小朋友不再参加抓阄,而是成为参赛选手,这样能确保每一个小朋友都能做一次评委。 这个建议得到了大家的一致同意, 于是在游戏中大家又发展了新的游戏规则, 超级达人秀的游戏又开展的如火如荼了。请从幼儿游戏意识的产生及规则行为的建构方面, 谈谈教师是如何化解幼儿的游戏冲突并制定游戏规则的。

简述组织指导建构游戏应考虑的因素。

建构游戏区的人均净活动面积至少不能低于()。

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