淺談?dòng)變簣@自制玩教具的開發(fā)與應(yīng)用

目       錄

一、自制玩教具的內(nèi)涵 ··································· (2)

自制玩教具的作用···································· (3)

從幼兒的角度看···································· (3)

從教師的角度看···································· (3)

從家長的角度看···································· (3)

三、自制玩教具存在的問題 ······························· (4)

四、自制玩教具的設(shè)計(jì)原則································ (4)

教育性············································ (4)

科學(xué)性············································ (4)

（三）趣味性············································ (5)

創(chuàng)新性············································ (5)

（五）簡易性············································ (5)

（六）安全性············································ (5)

五、自制玩教具的基本方法································ (5)

（一）自然類材料········································ (5)

（二）紙制品、印刷類材料································ (5)

（三）布、線類材料······································ (6)

（四）塑料類材料········································ (6)

參考文獻(xiàn)················································ (7)

一、自制玩教具的內(nèi)涵    玩具在兒童成長的過程中至關(guān)重，有著促進(jìn)身心健康、啟迪智慧的重要作用，但玩具更多具有的是“娛樂”的功能，并沒有賦予明確的教育意義。17世紀(jì)英國思想家洛克（1632—1704發(fā)明了識(shí)字積木，教育性玩具問世。17世紀(jì)后期，玩具制造商開始制作卡片類和拼式玩教兒童學(xué)習(xí)計(jì)算、地理、歷史、拼寫和天文學(xué)等，試圖使娛樂和教育一體化。1837年福祿爾創(chuàng)辦了世界上第一所幼兒園，他為了促進(jìn)幼兒的學(xué)習(xí)而設(shè)計(jì)出了“恩物”，將玩具進(jìn)行系統(tǒng)化的教具設(shè)計(jì)，使玩具具有了教具的內(nèi)涵。