浅谈幼儿园自制玩教具的开发与应用

目       录

一、自制玩教具的内涵 ··································· (2)

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

从幼儿的角度看···································· (3)

从教师的角度看···································· (3)

从家长的角度看···································· (3)

三、自制玩教具存在的问题 ······························· (4)

四、自制玩教具的设计原则································ (4)

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

科学性············································ (4)

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

创新性············································ (5)

（五）简易性············································ (5)

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

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

（一）自然类材料········································ (5)

（二）纸制品、印刷类材料································ (5)

（三）布、线类材料······································ (6)

（四）塑料类材料········································ (6)

参考文献················································ (7)

一、自制玩教具的内涵    玩具在儿童成长的过程中至关重，有着促进身心健康、启迪智慧的重要作用，但玩具更多具有的是“娱乐”的功能，并没有赋予明确的教育意义。17世纪英国思想家洛克（1632—1704发明了识字积木，教育性玩具问世。17世纪后期，玩具制造商开始制作卡片类和拼式玩教儿童学习计算、地理、历史、拼写和天文学等，试图使娱乐和教育一体化。1837年福禄尔创办了世界上第一所幼儿园，他为了促进幼儿的学习而设计出了“恩物”，将玩具进行系统化的教具设计，使玩具具有了教具的内涵。