教学听辩

㈠ 小学数学评课应从哪几方面来评

1、从处理教材上做出分析

评析老师一节课上的好与坏不仅要看教学目标的制定和落实，还要看教者对教材的组织和处理。在评析教师一节课时，既要看教师知识教授的准确科学，更要注意分析教师教材处理和教法选择上是否突出了重点，突破了难点，抓住了关键。

2、从教学目标上分析

教学目标是教学的出发点和归宿，它的正确制订和达成，是衡量课好坏的主要尺度。所以分析课首先要分析教学目标。现在的教学目标体系是由“知识与技能、过程与方法、情感、态度与价值观”这三个维度的组成的，体现了新课程“以学生发展为本”的价值追求。

如何正确理解这三个目标之间的关系，也就成了如何准确把握教学目标，如何正确地评价课堂教学的关键了。

3、从教学程序上分析

教学目标要在教学程序中完成，教学目标能不能实现要看教师教学程序的设计和运作。缘此，评课就必须要对教学程序做出评析。教学程序评析包括以下几个主要方面。

看教学思路设计，写作要有思路，写文章要有思路，上课同样要有思路，这就是教学思路。教学思路是教师上课的脉络和主线，它是根据教学内容和学生水平两个方面的实际情况设计出来的。

看课堂结构安排，课堂结构侧重教法设计，反映教学横向的层次和环节。它是指一节课的教学过程各部分的确立，以及它们之间的联系、顺序和时间分配。课堂结构也称为教学环节或步骤。课堂结构的不同，也会产生不同的课堂效果。

(1)教学听辩扩展阅读：

评课意义：

有利于促进教师转变教育思想，更新教育观念，确立课改新理念。教育思想，通俗的说法，就是教育的观念，对教育的认识，或对教育的主张。教育思想人人有之。教育思想有层次之分：教育认识、教育观念、教育理念。

教育理念是教育思想的最高境界。教育理念也称为教育理想、教育信念、教育信条等。教育理念是一种思想，一种观念，一种理想，一种追求，一种信仰。所以，可以说，教育理念是一种理想化、信仰化了的教育观念。教师一定要确立自己的教育理念，它是教师的主心骨。

先进的教育思想不仅课堂教学的灵魂，也是评好课的前提。所以，评课者要评好课，首先必须研究教育思想。

在评课中，评课者只有用先进的教育思想、用超前的课改意识去分析、透视每一节课，才能对课的优劣作出客观、正确、科学的判断，才能给授课者以正确的指导，从而促进授课者转变教育思想，更新教育观念，揭示教育规律，促进学生发展。

若用传统陈旧的、僵化的教育思想去评课，不仅不能给授课者以帮助，反而可能会产生误导。

㈡ 论钢琴教学中如何提高学生的听辨能力

在钢琴教材中有很多行之有效的练习曲目，教师可以根据学生的进程不断增内加耳音辨听容的训练内容，在学生有了一定听辨基础后，还需要进入更高程度的训练，充分利用CD、节奏大师等现代的高科技的装备来训练节奏感，增强辨听能力，用不同的音响设备听同一作品不同弹奏家的音乐处理，分析作品的风格及情绪的不同表现，增强音乐听觉的练习。钢琴教师在课堂教学中，应该把耳音辨听的训练作为教学内容的重要组成部分加以练习，帮助学生提高听辨欣赏的能力，从整体上提高钢琴演奏水平，使音乐变得更加动听。

㈢ 哈利波特与凤凰社内容简介

《哈利波特与凤凰社》内容简介：

目睹伏地魔复活之后，哈利度过了他生命中最漫长、最孤独的暑假。当然，姨妈姨父仍然把他当成臭虫般的呼来喝去，表哥达力没事就把他当成沙包练拳击。甚至还有两只以吸食灵魂为生的摄魂怪脱离了魔法部的掌控，来到女贞路上伏击哈利，好在勇敢的哈利用守护神咒赶走了摄魂怪。

阴险的魔法部本想通过摄魂怪事件，诬陷哈利在校外使用魔法而违反了《对未成年巫师加以合理约束法》--禁止未成年人在校外滥用魔法，打算就此开除哈利。哈利来到魔法部受审，邓布利多为哈利做证人，终帮他摆脱了指控。

可怜的哈利，在暑假经历了一连串的变故后，终于等来了开学。魔法部的副部长乌姆里奇成为这一年的黑魔法防御术课的新老师，她是代表魔法部来整治霍格沃茨的"不良风气"的，第一堂课，哈利就因为管不住自己而与她起了冲突，最终被罚关禁闭。

自从伏地魔复活以后，哈利被越来越多的梦魇所困扰着，因为头上那道伤疤，使得哈利与伏地魔的思想产生了某种联系。正是在一场梦境里，哈利目睹罗恩的爸爸亚瑟被蛇咬伤，及时发出了警告，挽救了亚瑟的生命。

对于哈利来说，情人节第一次变得有意义，因为他和秋·张约好一起去霍格莫德村。然而，约会的过程却不尽如人意，属于典型小女人的秋·张需要人哄需要人疼，而哈利却偏偏是个木头疙瘩，结果两人不欢而散。

由于D.A.内部成员的背叛，乌姆里奇最终还是发现了哈利在背着她教大家黑魔法防御术。所有人连滚带爬总算逃脱升天，最终只有哈利因为断后而被抓住——告密的人竟然就是秋·张拉来参加邓布利多军的好友玛丽埃塔·艾克莫，而邓布利多代哈利受罪，被赶出了霍格沃茨。

原来伏地魔一直想得到的是那个隐藏着自己未来命运的预言球。他侵入哈利的思想，得知小天狼星是他生命中最重要的人，利用一种假相将哈利骗至魔法部。

一场混战就此展开，然而让伏地魔想象不到的是，虽然D.A.的成员都是一些半大的孩子，却与食死徒斗了个难分伯仲，直到凤凰社的成员赶来增援。这场混战中，食死徒与凤凰社互有伤亡，但都及不上哈利万分之一的痛苦，他生命中最后一位亲人小天狼星也离他而去。

(3)教学听辩扩展阅读：

哈利·波特人物简介：

哈利·波特，英国女作家J.K.罗琳的魔幻系列小说《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·伊万斯)的独生子，出生于1980年7月31日，教父为小天狼星布莱克，因魔法保护被麻瓜弗农·德思礼姨夫与佩妮·德思礼(原名佩妮·伊万斯)姨妈收养。

就读于霍格沃茨魔法学校格兰芬多学院，魔杖长11英寸，冬青木，杖芯是凤凰福克斯的尾毛，职业为傲罗，因是唯一一位逃过敌人伏地魔的阿瓦达索命咒的人,被称为"大难不死的男孩"(The boy who lived )。

在1998年5月2日前是一个蛇佬腔(会说蛇语，能与蛇交流)，5月2日因伏地魔的杀戮咒击中哈利，摧毁了伏地魔附在哈利体内的灵魂碎片，使哈利丧失了与蛇对话的能力。

《哈利·波特与凤凰社》是《哈利·波特》系列电影的第五集，改编自作家J·K·罗琳的小说《哈利·波特与凤凰社》，由大卫·叶斯执导，由迈克尔·戈登伯格撰写剧本，丹尼尔·雷德克里夫，艾玛·沃特森，鲁伯特·格林特等联袂出演。

影片讲述哈利·波特即将成为霍格沃茨五年级的学生时，他的生活变得更困难重重，其中最大的威胁依然来自他永远的敌人伏地魔。哈利、罗恩和赫敏以邓布利多军的名义私下学习黑魔法防御术，在食死徒到来之时能加入战斗。

㈣ 教育局是否有权开除老师

教育局可以开除老师。

根据《中华人民共和国教师法》第三十七条的规定，教师有专下列情形之属一的，由所在学校、其他教育机构或者教育行政部门给予行政处分或者解聘：

一、故意不完成教育教学任务给教育教学工作造成损失的；

二、 体罚学生，经教育不改的；

三、品行不良、侮辱学生，影响恶劣的。

(4)教学听辩扩展阅读：

教师应当履行的义务

一、遵守宪法、法律和职业道德，为人师表；

二、贯彻国家的教育方针，遵守规章制度，执行学校的教学计划，履行教师聘约，完成教育教学工作任务；

三、对学生进行宪法所确定的基本原则的教育和爱国主义、民族团结的教育，法制教育以及思想品德、文化、科学技术教育，组织、带领学生开展有益的社会活动；

四、关心、爱护全体学生，尊重学生人格，促进学生在品德、智力、体质等方面全面发展；

五、制止有害于学生的行为或者其他侵犯学生合法权益的行为，批评和抵制有害于学生健康成长的现象；

六、不断提高思想政治觉悟和教育教学业务水平。

㈤ 急需英语（自然拼读法phonics）学习听音辩字，拼写教学并举例的教学计划、总结、教案、反思、课堂随笔。

下面是美国全国阅读权利基金会制订的phonics教纲，给你作参考。我把原件发到你信箱。

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 听辩曲艺种类的教学中，关于乐器的认识乐器的听辨，什么教学模式适合本课听辩

曲艺种类很多 包括相声、评书、评话等等

㈦ 中班听辨活动在要求和教学目标上与小班有什么差异

听的过程始终伴随着思。只听不思，那是傻听，只思不听，那是走神。听思结合，同步进行，才叫会听。听到的与想到的相契合，想法就得到了印证；听到的与想到的相矛盾，就要进一步去听个究竟，弄清到底为什么。思而不得，听不明白，就不能轻易放过。

㈧ 钢琴在学前教育中起着什么样的作用

钢琴教育在学前教育中的重要性分析

1、培养儿童对音乐的学习兴趣

正所谓兴趣是引导儿童学习知识的关键。要想培养儿童对艺术的兴趣，唤醒孩子们对音乐的天赋，是当前教师的主要教学任务之一。为此，在具体的教学过程中，教师需要利用自己对钢琴的热爱，感染孩子，触动孩子的心灵，让孩子们通过教师的行为和表现，提高对音乐的关注度。

然后，教师还可以利用现代化信息技术，播放音乐会的视频，以此培养孩子们对音乐的学习兴趣。一旦孩子们有了兴趣之后，教师需要引导孩子们坚持练习钢琴，加深自己对钢琴的感情，并逐渐引导孩子们养成良好的学习习惯。

2、锻炼孩子们的意志和品质，促进孩子们的艺术情感熏陶

在儿童学前教育中，由于孩子们并没有接受系统化的知识训练，所以，对于未知领域的求知欲望就越强。

所以，教师必须要合理利用这个时期孩子们的成长心理，在学前教育阶段儿童所使用的钢琴教材，大多数都是以教材为主，所以，很多教师都会融入一些教材以外的内容，如《儿童钢琴伴奏曲集》等，作为教学的一部分资料，吸引学生，提高学生对音乐的学习兴趣通常初期阶段。

教师都会以基础的钢琴知识为主，根据孩子们的接受能力，逐渐增加难度，调整自身的教学进度。同时，也会讲述不同的钢琴弹奏方法，让孩子们能够自由选择适合自己的弹奏方式，并搭配一些简单的钢琴曲谱，让孩子们练习，以此不断加强孩子们的能力。

3、能够开发孩子们的智力，培养孩子们的学习兴趣

有一位学者曾言：“音乐对儿童智力的开发具有推动作用。”所以，在西方先进国家的学前教育，或者其他阶段的教学，都会设立钢琴课程或者其他音乐课程，如小提琴等。

目前，我国虽然也会设立音乐课程，但是，很多课程内容都是比较形式化的，因此，我国的儿童在这一方面的学习比较落后，且我国的儿童也很难有机会学习这些乐器。

但是，钢琴对学前儿童教育的重要性不言而喻。它不但能够促进孩子们的智力开发，给予孩子们心理上的慰藉，让孩子们找到另一种抒发情感的途径，也能够提高他们对音乐学习的兴趣，并让他们在学习钢琴的过程中，养成持之以恒的良好学习习惯。

4、提高学前教师的综合能力

对于学前时期的儿童，年龄都较小，且内心单纯，对未知事物都具有较强的好奇心。所以，在具体的教学过程中，教师一般都会根据孩子们的心理特点，选择合适的教学方法，提高孩子们对钢琴的学习兴趣。因此，教师在课程的安排上，以及教学的方法都是需要精心设计的，由此可见担任学前教育的钢琴教师应当具备较强的综合实力。

另外，与传统的教学方式相比，钢琴教师不需要不断革新教学方法，调整和优化课堂的教学内容和框架。但是，它要求钢琴教师具有非常专业的技能和教学方法，并精通钢琴方面的专业知识，且这一方面的教师需要具备一定的音乐素养，并且能够及时发现孩子们的钢琴天赋，加以引导和教育。

(8)教学听辩扩展阅读

原则

对0岁至入小学前儿童实施教育应遵循的基本要求。幼儿园教育工作的原则是：体、智、德、美诸方面的发展应互相渗透，有机结合；遵循幼儿身心发展的规律，符合幼儿的年龄特点，注重个体差异，因人施教，引导幼儿个性健康发展；面向全体幼儿；热爱幼儿，坚持积极鼓励、启发诱导的正面教育。

合理地综合组织各方面的教育内容，并渗透于幼儿的一日生活各项活动中，充分发挥各种教育手段的交互作用；创设与教育相适应的良好环境，为幼儿提供活动和表现能力的机会与条件以游戏为基本活动，寓教育于各项活动中。依据0岁～6岁儿童身心发展规律，学前教育的原则可概括为：

（1）从胎教开始适应各年龄发展和个体发展的教育；

（2）促进学前儿童体、智、德、美的良好发展与个性的健康发展；

（3）成人对学前儿童的照管与教育相结合；

（4）以兴趣诱发，在游戏中成长；

（5）创设适宜的环境，发挥其教育的功能。

㈨ 什么叫仲裁

仲裁是指由双方当事人协议将争议提交（具有公认地位的）第三者，由该内第三者对争议的是非曲容直进行评判并作出裁决的一种解决争议的方法。仲裁需要双方自愿，是一种特殊调解，是自愿型公断。
仲裁机构是通过仲裁方式，解决双方民事争议，作出仲裁裁决的机构。分为国内仲裁机构和国际仲裁机构，国际仲裁机构又分为全国性的仲裁机构和国际性或地域性的仲裁机构。