为促进我园教学质量的全面提升，立足园本教研，提高教师的教育教学水平，促进她们的专业化快速成长以便更扎实有效地开展幼儿园集体教学活动。我园开展了教师"同课异构"教育教学观摩活动。

In order to promote the overall improvement of the teaching quality of our park, we will focus on the teaching and research of the kindergarten, improve the education and teaching level of teachers, and promote their professional and rapid growth so as to carry out the collective teaching activities of kindergartens more effectively. Our school has carried out the teacher's "same class heterogeneity" education and teaching activities.

托班的华老师带来了一节快乐的美术活动《像什么呢——“美食”》，由于托班孩子对什么都感兴趣，他们好奇好动，但是手指肌肉的发展还不成熟，因此，华老师开展了一节撕纸活动以锻炼孩子的手部肌肉，让幼儿从中感受美、发现美，体验美术活动中带来的快乐。

大班的杨老师则是在孩子之前已有的经验基础上进行撕一撕、贴一贴、画一画，杨老师在活动中把孩子分为两组展开，一组是将纸随意撕开，选择其中的一片纸进行想象添画，一组是将一张纸随意撕开，把所有的纸块全部利用起来，想象添画。

Mr. Hua of Toban brought a happy art event “What?” “Gourmet”. Because the children of Toban are interested in everything, they are curious, but the development of finger muscles is not mature. Mr. Hua launched a piece of tearing paper activity to exercise the children’s hand muscles, let the children feel the beauty, discover the beauty, and experience the happiness brought by the art activities.

Teacher Yang of Taipan is tearing a sticker, painting a picture based on the experience already existing by the child. In the activity, Teacher Yang divides the children into two groups. One group is to tear the paper at random. Select one of the pieces of paper to make an imaginary painting. One is to tear a piece of paper freely, use all the pieces of paper, and imagine adding painting.

两位老师根据本班孩子的年龄特点和兴趣需要，巧妙构思。在活动中，两位教师全身心投入其中，与孩子们积极互动。

The two teachers cleverly conceived according to the age characteristics and interest needs of the children in this class. During the event, the two teachers devoted themselves to actively interacting with the children.

随后，我园教研组的老师及时对他们的美术活动进行点评，教师们进行了自我反思，观摩的老师们也及时进行了评课，总结公开课中的亮点和有待改善的地方，并针对每一个细节做了很好的剖析。

Later, the teachers of the teaching and research group of our school commented on their art activities in a timely manner. The teachers conducted self-reflection, and the teachers who observed them also conducted timely evaluations, summarizing the highlights in the open class and the areas to be improved, and targeting each one. The details have been well analyzed.