教學聽辯

㈠ 小學數學評課應從哪幾方面來評

1、從處理教材上做出分析

評析老師一節課上的好與壞不僅要看教學目標的制定和落實，還要看教者對教材的組織和處理。在評析教師一節課時，既要看教師知識教授的准確科學，更要注意分析教師教材處理和教法選擇上是否突出了重點，突破了難點，抓住了關鍵。

2、從教學目標上分析

教學目標是教學的出發點和歸宿，它的正確制訂和達成，是衡量課好壞的主要尺度。所以分析課首先要分析教學目標。現在的教學目標體系是由「知識與技能、過程與方法、情感、態度與價值觀」這三個維度的組成的，體現了新課程「以學生發展為本」的價值追求。

如何正確理解這三個目標之間的關系，也就成了如何准確把握教學目標，如何正確地評價課堂教學的關鍵了。

3、從教學程序上分析

教學目標要在教學程序中完成，教學目標能不能實現要看教師教學程序的設計和運作。緣此，評課就必須要對教學程序做出評析。教學程序評析包括以下幾個主要方面。

看教學思路設計，寫作要有思路，寫文章要有思路，上課同樣要有思路，這就是教學思路。教學思路是教師上課的脈絡和主線，它是根據教學內容和學生水平兩個方面的實際情況設計出來的。

看課堂結構安排，課堂結構側重教法設計，反映教學橫向的層次和環節。它是指一節課的教學過程各部分的確立，以及它們之間的聯系、順序和時間分配。課堂結構也稱為教學環節或步驟。課堂結構的不同，也會產生不同的課堂效果。

(1)教學聽辯擴展閱讀：

評課意義：

有利於促進教師轉變教育思想，更新教育觀念，確立課改新理念。教育思想，通俗的說法，就是教育的觀念，對教育的認識，或對教育的主張。教育思想人人有之。教育思想有層次之分：教育認識、教育觀念、教育理念。

教育理念是教育思想的最高境界。教育理念也稱為教育理想、教育信念、教育信條等。教育理念是一種思想，一種觀念，一種理想，一種追求，一種信仰。所以，可以說，教育理念是一種理想化、信仰化了的教育觀念。教師一定要確立自己的教育理念，它是教師的主心骨。

先進的教育思想不僅課堂教學的靈魂，也是評好課的前提。所以，評課者要評好課，首先必須研究教育思想。

在評課中，評課者只有用先進的教育思想、用超前的課改意識去分析、透視每一節課，才能對課的優劣作出客觀、正確、科學的判斷，才能給授課者以正確的指導，從而促進授課者轉變教育思想，更新教育觀念，揭示教育規律，促進學生發展。

若用傳統陳舊的、僵化的教育思想去評課，不僅不能給授課者以幫助，反而可能會產生誤導。

㈡ 論鋼琴教學中如何提高學生的聽辨能力

在鋼琴教材中有很多行之有效的練習曲目，教師可以根據學生的進程不斷增內加耳音辨聽容的訓練內容，在學生有了一定聽辨基礎後，還需要進入更高程度的訓練，充分利用CD、節奏大師等現代的高科技的裝備來訓練節奏感，增強辨聽能力，用不同的音響設備聽同一作品不同彈奏家的音樂處理，分析作品的風格及情緒的不同表現，增強音樂聽覺的練習。鋼琴教師在課堂教學中，應該把耳音辨聽的訓練作為教學內容的重要組成部分加以練習，幫助學生提高聽辨欣賞的能力，從整體上提高鋼琴演奏水平，使音樂變得更加動聽。

㈢ 哈利波特與鳳凰社內容簡介

《哈利波特與鳳凰社》內容簡介：

目睹伏地魔復活之後，哈利度過了他生命中最漫長、最孤獨的暑假。當然，姨媽姨父仍然把他當成臭蟲般的呼來喝去，表哥達力沒事就把他當成沙包練拳擊。甚至還有兩只以吸食靈魂為生的攝魂怪脫離了魔法部的掌控，來到女貞路上伏擊哈利，好在勇敢的哈利用守護神咒趕走了攝魂怪。

陰險的魔法部本想通過攝魂怪事件，誣陷哈利在校外使用魔法而違反了《對未成年巫師加以合理約束法》--禁止未成年人在校外濫用魔法，打算就此開除哈利。哈利來到魔法部受審，鄧布利多為哈利做證人，終幫他擺脫了指控。

可憐的哈利，在暑假經歷了一連串的變故後，終於等來了開學。魔法部的副部長烏姆里奇成為這一年的黑魔法防禦術課的新老師，她是代表魔法部來整治霍格沃茨的"不良風氣"的，第一堂課，哈利就因為管不住自己而與她起了沖突，最終被罰關禁閉。

自從伏地魔復活以後，哈利被越來越多的夢魘所困擾著，因為頭上那道傷疤，使得哈利與伏地魔的思想產生了某種聯系。正是在一場夢境里，哈利目睹羅恩的爸爸亞瑟被蛇咬傷，及時發出了警告，挽救了亞瑟的生命。

對於哈利來說，情人節第一次變得有意義，因為他和秋·張約好一起去霍格莫德村。然而，約會的過程卻不盡如人意，屬於典型小女人的秋·張需要人哄需要人疼，而哈利卻偏偏是個木頭疙瘩，結果兩人不歡而散。

由於D.A.內部成員的背叛，烏姆里奇最終還是發現了哈利在背著她教大家黑魔法防禦術。所有人連滾帶爬總算逃脫升天，最終只有哈利因為斷後而被抓住——告密的人竟然就是秋·張拉來參加鄧布利多軍的好友瑪麗埃塔·艾克莫，而鄧布利多代哈利受罪，被趕出了霍格沃茨。

原來伏地魔一直想得到的是那個隱藏著自己未來命運的預言球。他侵入哈利的思想，得知小天狼星是他生命中最重要的人，利用一種假相將哈利騙至魔法部。

一場混戰就此展開，然而讓伏地魔想像不到的是，雖然D.A.的成員都是一些半大的孩子，卻與食死徒鬥了個難分伯仲，直到鳳凰社的成員趕來增援。這場混戰中，食死徒與鳳凰社互有傷亡，但都及不上哈利萬分之一的痛苦，他生命中最後一位親人小天狼星也離他而去。

(3)教學聽辯擴展閱讀：

哈利·波特人物簡介：

哈利·波特，英國女作家J.K.羅琳的魔幻系列小說《哈利·波特》系列及其衍生作品中的主人公，是詹姆·波特和莉莉·波特(原名莉莉·伊萬斯)的獨生子，出生於1980年7月31日，教父為小天狼星布萊克，因魔法保護被麻瓜弗農·德思禮姨夫與佩妮·德思禮(原名佩妮·伊萬斯)姨媽收養。

就讀於霍格沃茨魔法學校格蘭芬多學院，魔杖長11英寸，冬青木，杖芯是鳳凰福克斯的尾毛，職業為傲羅，因是唯一一位逃過敵人伏地魔的阿瓦達索命咒的人,被稱為"大難不死的男孩"(The boy who lived )。

在1998年5月2日前是一個蛇佬腔(會說蛇語，能與蛇交流)，5月2日因伏地魔的殺戮咒擊中哈利，摧毀了伏地魔附在哈利體內的靈魂碎片，使哈利喪失了與蛇對話的能力。

《哈利·波特與鳳凰社》是《哈利·波特》系列電影的第五集，改編自作家J·K·羅琳的小說《哈利·波特與鳳凰社》，由大衛·葉斯執導，由邁克爾·戈登伯格撰寫劇本，丹尼爾·雷德克里夫，艾瑪·沃特森，魯伯特·格林特等聯袂出演。

影片講述哈利·波特即將成為霍格沃茨五年級的學生時，他的生活變得更困難重重，其中最大的威脅依然來自他永遠的敵人伏地魔。哈利、羅恩和赫敏以鄧布利多軍的名義私下學習黑魔法防禦術，在食死徒到來之時能加入戰斗。

㈣ 教育局是否有權開除老師

教育局可以開除老師。

根據《中華人民共和國教師法》第三十七條的規定，教師有專下列情形之屬一的，由所在學校、其他教育機構或者教育行政部門給予行政處分或者解聘：

一、故意不完成教育教學任務給教育教學工作造成損失的；

二、 體罰學生，經教育不改的；

三、品行不良、侮辱學生，影響惡劣的。

(4)教學聽辯擴展閱讀：

教師應當履行的義務

一、遵守憲法、法律和職業道德，為人師表；

二、貫徹國家的教育方針，遵守規章制度，執行學校的教學計劃，履行教師聘約，完成教育教學工作任務；

三、對學生進行憲法所確定的基本原則的教育和愛國主義、民族團結的教育，法制教育以及思想品德、文化、科學技術教育，組織、帶領學生開展有益的社會活動；

四、關心、愛護全體學生，尊重學生人格，促進學生在品德、智力、體質等方面全面發展；

五、制止有害於學生的行為或者其他侵犯學生合法權益的行為，批評和抵制有害於學生健康成長的現象；

六、不斷提高思想政治覺悟和教育教學業務水平。

㈤ 急需英語（自然拼讀法phonics）學習聽音辯字，拼寫教學並舉例的教學計劃、總結、教案、反思、課堂隨筆。

下面是美國全國閱讀權利基金會制訂的phonics教綱，給你作參考。我把原件發到你信箱。

Phonics Primer
You can use this Phonics Primer developed by The National Right to Read Foundation to begin teaching a child or alt to read today. This primer lists the 44 sounds in the English language and then gives steps for teaching those 44 sounds and their most common spelling patterns. In addition to learning sounds and spellings, each day the student must read lists of phonetically related words and spell these words from dictation. Phonics instruction must be reinforced by having the student read decodable text.
The 44 Sounds in the English Language
5 Short-Vowel Sounds
18 Consonant Sounds
7 Digraphs
short /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ǔ/ in umbrella
/b/ in bat
/k/ in cat and kite
/d/ in dog
/f/ in fan
/g/ in goat
/h/ in hat
/j/ in jam
/l/ in lip
/m/ in map
/n/ in nest
/p/ in pig
/r/ in rat
/s/ in sun
/t/ in top
/v/ in van
/w/ in wig
/y/ in yell
/z/ in zip
/ch/ in chin
/sh/ in ship
unvoiced /th/ in thin
voiced /th/ in this
/hw/ in whip *
/ng/ in sing
/nk/ in sink

* (wh is pronounced /w/ in some areas)
6 Long-Vowel Sounds
3 r-Controlled Vowel Sounds
Diphthongs and Other Special Sounds
long /ā/ in cake
long /ē/ in feet
long /ī/ in pie
long /ō/ in boat
long /ū/ (yoo) in mule
long /ōō/ in flew
/ur/ in fern, bird, and hurt
/ar/ in park
/or/ in fork
/oi/ in oil and boy
/ow/ in owl and ouch
short /ŏŏ/ in cook and pull
/aw/ in jaw and haul
/zh/ in television

Steps for Teaching Phonics
Step 1. Gather the materials listed below and store them together in a box.
Materials for Teaching Phonics
What You Need
Suggestion
systematic phonics program
Consider Phonics Pathways (available from our online bookstore), Sing, Spell, Read, Write, or another program from Phonics Procts for Home or Phonics Procts for School.
* phonics flashcards with the letter or letter combination (such as ou) on front and clue word (such as out) on back
Consider the Indivial Set of 70 Phonogram Cards (item #IPC, $10) from Spalding Ecation International, available at www.spalding.org. It』s helpful to also purchase the Spalding Phonogram Sounds CD (item #CD, $5.00) to learn how to pronounce each sound correctly.
Note: if you purchase this set from Spalding, you will not need to purchase a separate set of alphabet flashcards.
decodable stories
(preferably 100% decodable)
If your phonics program does not contain 100% decodable stories, consider Stories Based on Phonics, available from our online bookstore, or Bob Books First, available from www.amazon.com.
writing supplies: index cards, index card file, black wide-tip permanent marker, beginner』s wide-ruled writing tablet, 2 pencils with erasers
Purchase writing supplies at any office supply store.

* Note: Make sure your phonics flashcards give the proper sound or sounds for each letter or letter combination – many widely available flashcards are incorrect or incomplete. For example, the common sound of x is /ks/ as in fox, not /z/ as in xylophone or /eks/ as in x-ray. Also, the short-vowel sound of i is /ĭ/ as in igloo, not /ī/ as in ice cream.
Step 2. Teach the 5 short-vowel sounds and consonant sounds. Drill until memorized.
During the first week, use the flashcards to drill the short-vowel sounds. Add several consonant sounds each day until you are drilling all short-vowel sounds and consonant sounds with your student daily. Do not rush this step. Keep drilling until all sounds are memorized, which usually takes 2-4 weeks.
Tip: Work on phonics for at least 15 minutes a day, 5 days a week with your student. Frequency and consistency are more important than the length of time spent on each lesson.
Short-Vowel Sounds
short /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ŭ/ in umbrella

Consonant Sounds
/b/ in bat
/k/ in kite
/s/ in sun
/k/ in cat
/l/ in lip
/t/ in top
/d/ in dog
/m/ in map
/v/ in van
/f/ in fan
/n/ in nest
/w/ in wig
/g/ in goat
/p/ in pig
/ks/ in fox
/h/ in hat
/kw/ in queen
/y/ in yell
/j/ in jam
/r/ in rat
/z/ in zip

Step 3. Practice two-letter blends. Drill until blending is automatic.
After your student knows the short-vowel sounds and consonant sounds, next teach him how to orally blend two letters (b-a, ba) and read two-letter blends such as: ba, be, bi, bo, bu.
Two-Letter Blends
b + a = ba
s + a = sa
j + a = ja
b + e = be
s + e = se
j + e = je
b + i = bi
s + i = si
j + i = ji
b + o = bo
s + o = so
j + o = jo
b + u = bu
s + u = su
j + u = ju

Step 4. Practice three-letter blends. Drill until blending is automatic.
After your student can read two-letter blends, progress to three-letter blends, that is, words. Each day, have your student read a set of short-vowel words, then dictate these same words to him. (Show him how to form each letter and correct him gently, if necessary). This not only helps him remember the phonics lesson just learned, but it greatly improves spelling.
Golden Rule of Phonics: Never allow your student to skip, guess, or substitute words. Accuracy is more important than speed.
Three-Letter Blends
fa + t = fat
ki + t = kit
ro + d = rod
de + n = den
ma + d = mad
se + t = set
bo + x = box
ye + s = yes
tu + g = tug
hi + d = hid
no + t = not
wi + n = win
ju + g = jug
pu + n = pun
la + p = lap

Step 5. Teach the twin-consonant endings, plurals, and two-consonant blends. Drill until blending is automatic.
Twin-Consonant Endings
Two-Consonant Blends
Two-Consonant Blends
puff
blab
stun, fist
sell
brag
swam
kiss
club
trot
fuzz
crop
twin
lock
drag
fact

fled
raft
Plurals:
frog
bulb
cats (sounds like /s/)
glum
held
beds (sounds like /z/)
grip
elf

plug
sulk

prim
film

scat
help

skip, mask
silt

sled
jump

smug
hand

snip
mint

spot, gasp
kept

Step 6. Teach the digraphs (ch, sh, th, wh, ng, nk). A digraph consists of two consonants that form a new sound when combined. Also teach three-consonant blends.
Digraphs
Three-Consonant Blends
chin, such, patch (silent t)
scruff
ship, wish
split
thin, with (unvoiced /th/)
strap
this (voiced /th/)
thrill
whip

sang, sing, song, sung

sank, sink, honk, sunk

Step 7. Introce a few high-frequency words necessary to read most sentences.
After your student can read three-letter and four-letter words easily, it』s time to add a few high-frequency words that are necessary to read most sentences. Some high-frequency words are phonetically regular (such as 「or」), but are introced out of sequence because of their importance. Other words are truly irregular, because they contain one or more letters that don』t follow the rules of phonics (such as 「once」 and 「who」).
The Basic High-Frequency Words table lists the most important words. Write each word on an index card. Introce three or four new words a week. Drill your student on these words everyday, encouraging him to sound out as much of the word as possible (usually the vowel sound is the only irregular part). As your student masters each word, file the card in the card file under 「Words I Know.」 When your student comes across a new 「wacky」 word (such as 「sugar」 in which the 「s」 is pronounced /sh/), make up a new index card and file it under 「Words To Learn.」
Tip: What distinguishes this high-frequency word list from the typical 「sight word」 list? Many words in the list below cannot be completely sounded out, either because they contain one or more letters that don』t 「follow the rules」 or the rule is learned later. In contrast, the typical 「sight word」 list contains mostly phonetically regular words (such as 「and」 and 「when」) that the student is forced to memorize simply because he has never been taught to sound them out.
Basic High-Frequency Words
Introce after student can
read short-vowel words, /th/, and /sh/
Introce after student can
read long-vowel words
A vowel by itself says its name:
a, I

「e」 at the end of a short word says its name:
be, he, me, we, she, the*

「o」 at the end of these words says its name:
no, go, so

「or」 says /or/: or, for

do, to, into, of, off, put

* also pronounced /thŭ/
was, were, are
doing, does
said, says, have, give
you, your, yours
they, their, there
where, what, why, who
once, one, come, some
done, none
two, too

Step 8. Teach the long-vowel sounds and their spellings. Note that there are five common spellings for each long-vowel sound. Also teach the 「Silent-e Rule」: When a one-syllable word ends in 「e」 and has the pattern vce (vowel-consonant-e), the first vowel says its name and the 「e」 is silent.
Long-Vowel Sounds
Common Spellings
Less Common Spellings
long /ā/
cake, rain, pay, eight, baby
steak, they, vein
long /ē/
Pete, me, feet, sea, bunny
key, field, cookie, receive, pizza
long /ī/
bike, hi, fly, pie, night
rye, type
long /ō/
hope, go, boat, toe, snow
soul, though
long /ū/ & /ōō/
mule, blue, boot, tuna, flew
fruit, soup, through, feud

Step 9. Teach the r-controlled vowel sounds and their spellings.
r-Controlled Vowel Sounds
Common Spellings
Less Common Spellings
/ur/
fern, bird, hurt
pure, dollar, worm, earth
/ar/
farm
orange, forest
/or/
fork
door, pour, roar, more, war

Step 10. Teach the diphthongs /oi/ and /ow/ and their spellings. A diphthong consists of two vowels that form a new sound when combined. Also teach other special sounds.
Sound
Common Spellings
/oi/
oil, boy
/ow/
owl, ouch
short /ŏŏ/
cook, pull
/sh/
vacation, session, facial
/zh/
vision

Step 11. Teach /aw/, /awl/, /awk/ and their spellings.
Sound
Common Spellings
/aw/
jaw, haul, wash, squash
/awl/
bald, wall
/awk/
talk

Step 12. Teach these sounds and spelling patterns.
Sound
Common Spellings
/s/ spelled c
Rule: c followed by e, i, or y sounds like /s/.
cent, face, cinder, cycle
/j/ spelled g, ge, dge
Rule: g followed by e, i, or y usually sounds like /j/.
frigid, age, fudge, gym
/f/ spelled ph
Rule: ph sounds like /f/ in words of Greek origin.
phone, phonics
/k/ spelled ch
Rule: ch sounds like /k/ in words of Greek origin.
chorus, Christmas
/sh/ spelled ch
Rule: ch sounds like /sh/ in words of French origin.
chef, champagne

Note: This Phonics Primer does not contain all English spelling patterns. Consult a good phonics program such as one from Phonics Procts from Home or Phonics Procts for School for additional spelling patterns and rules. Most procts contain detailed instructions and practice reading selections.
Step 13. After 3 to 4 months of daily phonics instruction, begin introcing decodable stories.
Important: All sounds and spellings in Steps 2 - 12 should be introced within the first 4 months of phonics instruction.
After 3 to 4 months of reading lists of words and sentences, your student should be ready to read decodable stories such as Stories Based on Phonics or Bob Books First. The student should read all stories aloud, carefully and accurately. Help him sound out difficult words, as needed. Explain the meaning of all new words. Encourage him to read each story several times to gain fluency, but don』t let him memorize the story (reciting a story from memory is not reading). Model fluent reading by reading a sentence aloud with expression, then asking him to repeat what you read with the same tone of voice. Explain and demonstrate the meaning of basic punctuation (period = stop, comma = pause, exclamation point = speak with excitement, question mark = raise the pitch of your voice on the last word to ask a question.)
Step 14. Begin introcing 「easy-to-read」 books.
After the student masters decodable stories, let him move on to easy books such as those by Dr. Seuss (Hop on Pop; One Fish, Two Fish, Red Fish, Blue Fish; Ten Apples Up on Top; Green Eggs and Ham; and so on), P. D. Eastman (Are You My Mother?; Go Dog, Go!; A Fish Out of Water), and Cynthia Rylant (Henry and Mudge series; Poppleton series; Mr. Putter and Tabby series). As your student reads each book, add new wacky words to the Words To Learn file and review daily, if necessary.
Continue teaching the lessons in the phonics program – don』t stop just because your student can read. Most children need 1 to 2 years of reinforcement before their phonics knowledge becomes permanent.
Step 15. Continue to give phonetically based spelling lists.
Even after your student has finished the phonics program, make sure to reinforce his phonics knowledge by giving phonetically based spelling lists each week at least through third grade.
Revised: 6/05

㈥ 聽辯曲藝種類的教學中，關於樂器的認識樂器的聽辨，什麼教學模式適合本課聽辯

曲藝種類很多 包括相聲、評書、評話等等

㈦ 中班聽辨活動在要求和教學目標上與小班有什麼差異

聽的過程始終伴隨著思。只聽不思，那是傻聽，只思不聽，那是走神。聽思結合，同步進行，才叫會聽。聽到的與想到的相契合，想法就得到了印證；聽到的與想到的相矛盾，就要進一步去聽個究竟，弄清到底為什麼。思而不得，聽不明白，就不能輕易放過。

㈧ 鋼琴在學前教育中起著什麼樣的作用

鋼琴教育在學前教育中的重要性分析

1、培養兒童對音樂的學習興趣

正所謂興趣是引導兒童學習知識的關鍵。要想培養兒童對藝術的興趣，喚醒孩子們對音樂的天賦，是當前教師的主要教學任務之一。為此，在具體的教學過程中，教師需要利用自己對鋼琴的熱愛，感染孩子，觸動孩子的心靈，讓孩子們通過教師的行為和表現，提高對音樂的關注度。

然後，教師還可以利用現代化信息技術，播放音樂會的視頻，以此培養孩子們對音樂的學習興趣。一旦孩子們有了興趣之後，教師需要引導孩子們堅持練習鋼琴，加深自己對鋼琴的感情，並逐漸引導孩子們養成良好的學習習慣。

2、鍛煉孩子們的意志和品質，促進孩子們的藝術情感熏陶

在兒童學前教育中，由於孩子們並沒有接受系統化的知識訓練，所以，對於未知領域的求知慾望就越強。

所以，教師必須要合理利用這個時期孩子們的成長心理，在學前教育階段兒童所使用的鋼琴教材，大多數都是以教材為主，所以，很多教師都會融入一些教材以外的內容，如《兒童鋼琴伴奏曲集》等，作為教學的一部分資料，吸引學生，提高學生對音樂的學習興趣通常初期階段。

教師都會以基礎的鋼琴知識為主，根據孩子們的接受能力，逐漸增加難度，調整自身的教學進度。同時，也會講述不同的鋼琴彈奏方法，讓孩子們能夠自由選擇適合自己的彈奏方式，並搭配一些簡單的鋼琴曲譜，讓孩子們練習，以此不斷加強孩子們的能力。

3、能夠開發孩子們的智力，培養孩子們的學習興趣

有一位學者曾言：「音樂對兒童智力的開發具有推動作用。」所以，在西方先進國家的學前教育，或者其他階段的教學，都會設立鋼琴課程或者其他音樂課程，如小提琴等。

目前，我國雖然也會設立音樂課程，但是，很多課程內容都是比較形式化的，因此，我國的兒童在這一方面的學習比較落後，且我國的兒童也很難有機會學習這些樂器。

但是，鋼琴對學前兒童教育的重要性不言而喻。它不但能夠促進孩子們的智力開發，給予孩子們心理上的慰藉，讓孩子們找到另一種抒發情感的途徑，也能夠提高他們對音樂學習的興趣，並讓他們在學習鋼琴的過程中，養成持之以恆的良好學習習慣。

4、提高學前教師的綜合能力

對於學前時期的兒童，年齡都較小，且內心單純，對未知事物都具有較強的好奇心。所以，在具體的教學過程中，教師一般都會根據孩子們的心理特點，選擇合適的教學方法，提高孩子們對鋼琴的學習興趣。因此，教師在課程的安排上，以及教學的方法都是需要精心設計的，由此可見擔任學前教育的鋼琴教師應當具備較強的綜合實力。

另外，與傳統的教學方式相比，鋼琴教師不需要不斷革新教學方法，調整和優化課堂的教學內容和框架。但是，它要求鋼琴教師具有非常專業的技能和教學方法，並精通鋼琴方面的專業知識，且這一方面的教師需要具備一定的音樂素養，並且能夠及時發現孩子們的鋼琴天賦，加以引導和教育。

(8)教學聽辯擴展閱讀

原則

對0歲至入小學前兒童實施教育應遵循的基本要求。幼兒園教育工作的原則是：體、智、德、美諸方面的發展應互相滲透，有機結合；遵循幼兒身心發展的規律，符合幼兒的年齡特點，注重個體差異，因人施教，引導幼兒個性健康發展；面向全體幼兒；熱愛幼兒，堅持積極鼓勵、啟發誘導的正面教育。

合理地綜合組織各方面的教育內容，並滲透於幼兒的一日生活各項活動中，充分發揮各種教育手段的交互作用；創設與教育相適應的良好環境，為幼兒提供活動和表現能力的機會與條件以游戲為基本活動，寓教育於各項活動中。依據0歲～6歲兒童身心發展規律，學前教育的原則可概括為：

（1）從胎教開始適應各年齡發展和個體發展的教育；

（2）促進學前兒童體、智、德、美的良好發展與個性的健康發展；

（3）成人對學前兒童的照管與教育相結合；

（4）以興趣誘發，在游戲中成長；

（5）創設適宜的環境，發揮其教育的功能。

㈨ 什麼叫仲裁

仲裁是指由雙方當事人協議將爭議提交（具有公認地位的）第三者，由該內第三者對爭議的是非曲容直進行評判並作出裁決的一種解決爭議的方法。仲裁需要雙方自願，是一種特殊調解，是自願型公斷。
仲裁機構是通過仲裁方式，解決雙方民事爭議，作出仲裁裁決的機構。分為國內仲裁機構和國際仲裁機構，國際仲裁機構又分為全國性的仲裁機構和國際性或地域性的仲裁機構。