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102 在观察结果呈现图表形式中,有___、饼图和流程图。
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103 哪个选项中,能激发幼儿游戏行为的环境因素。___
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104 在幼儿游戏观察中,使用符号___记录,符号CI代表___。
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105 在游戏活动中,教师应更多地扮演___,并为每个幼儿充分表达游戏体验创造条件。
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106 幼儿园游戏的特点是:有准备的游戏环境、相对固定的玩伴、___。
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107 教师应善用“ ___”,能够挖掘材料的多元价值。
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108 ___是指以情感的手段表现出对幼儿游戏的欣赏和鼓励,有时教师的一个微笑、一声赞美、能鼓起幼儿战胜自我的信心和战胜困难的勇气。
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109 游戏活动观察中,评定法分为___和行为检核法。
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110 在游戏的结束阶段,教师是讨论活动的组织者和___。
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111 游戏的结构有___、游戏规则、游戏角色和游戏情节。
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112 根据游戏的机能分类,幼儿在游戏中的不同体验形式,可将游戏分为机能性游戏、___、接受性游戏和创造性游戏。
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113 游戏材料的投放,需要注意投放的___和层次性。
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114 当幼儿在游戏中遇到困难时,教师应能给予有的放矢的引导,既不破坏游戏的___和创造性,又使游戏得以延伸,能够帮助幼儿获得良好的发展。
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115 在实施游戏观察中,观察对象是固定,观察者只对选定的对象进行观察,观察者追踪幼儿的游戏活动轨迹的观察策略属于___。
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116 幼儿认知活动具有___和无意性的特点。
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117 幼儿园教育应尊重幼儿的人格和___,尊重幼儿是身心发展的规律和学习特点。
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118 幼儿参与维持游戏的时间,这种游戏行为定义为___。
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119 扮演角色,并采用口头宣布自己扮演的角色,做出与角色相符的行为。例如,“我是妈妈”,这种游戏行为定义为___。
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120 侧重于促进幼儿智力发展,用于智力游戏材料,主要有拼图、拼板、魔方等,是属于___。
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121 用口头陈述创设出一种想象中的情境,例如,“我们假装坐在和谐号列车上”,这种游戏行为定义为___。
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122 在幼儿游戏观察中,使用符号___记录,符号PP代表___。
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123 用一个物体代替拎一个物体,例如,假装用一块积木当香皂给娃娃洗澡。这种游戏行为定义为___。
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124 幼儿认知活动具有形象性和___的特点。
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125 当幼儿在游戏中遇到困难时,教师应能给予有的放矢的引导,既不破坏游戏的自发性和___,又使游戏得以延伸,能够帮助幼儿获得良好的发展。
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126 ___是指操作方法固定或是变化很少、功能比较封闭固定的教具。如拼图、大富翁、开心农场等规则性游戏材料。
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127 ___是指本身完全无固定的具体形象,可让幼儿任意建构造型的游戏材料,如沙子、水、黏土。
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128 "侧重于发展幼儿的音乐智能的各种能发出悦耳声响的玩具,如小铃铛、小喇叭、小铃鼓等,是属于___
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129 在实施游戏观察中,观察者以粗略的、浏览的方式去了解整体游戏状况的观察策略属于___。
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130 在幼儿游戏观察中,使用符号___记录,符号pair P代表___。
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131 ___是建构游戏指导的前提和基础
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132 "建构游戏的指导要点,最后一个是___
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133 ___与角色游戏都属于创造性地反映周围生活的表征活动。
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134 1岁左右的婴儿经常拿着建构材料敲敲打打。属于建构游戏的___阶段。
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135 ___班幼儿建构游戏动作没有明确目的,一般不能明确解释作品的细节。
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___
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1、牙髓牙本质复合体【重要】___
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2、激发痛___
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3、再矿化治疗___
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4、生物学宽度___
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5、GTR___
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