幼儿游戏中教师无效干预问题的瓶颈及突破  

The Bottleneck and Breakthrough of Ineffective Intervention of Teachers in Children s Games

作　　者：张宇[1] 周成玉 ZHANG Yu;ZHOU Cheng-yu(Department of Research and Training in Pre-school Education,Jilin Provincial Institute of Education,Changchun 130022,China;Zhengzhou University of Industry Technology,Zhengzhou 450000,China)

机构地区：[1]吉林省教育学院学前教育研训部,吉林长春130022 [2]郑州工业应用技术学院,河南郑州450000

出　　处：《东北师大学报（哲学社会科学版）》2021年第6期163-168,共6页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：吉林省基础教育教学研究重点课题(JLSJY2017Z035);吉林省教育厅“十三五”社会科学项目(JJKH20170364SK)。

摘　　要：幼儿游戏是学前教育的重要组成部分,教师及时有效的干预是幼儿游戏育人功能充分发挥的关键。当前,幼儿游戏中教师无效干预问题主要表现为“无为”“高控”和“随意”。这些问题的关键瓶颈在于幼儿教师不了解干预内容,不了解干预对象,不了解干预方法。突破这些问题的策略在于四方面:一是实现培训内容要素学科教学知识的回归;二是实现培训内容组合的逻辑顺序依循;三是实现培训对象积极有效的主体参与;四是实现培训实效作用空间向园本研修的延展。Children s games are an important part of preschool education,and teachers timely and effective intervention is the key to the role of children s games in educational function.At present,the ineffective intervention of teachers in children s games is mainly manifested as“inaction”,“high control”and“random”.The key bottleneck of these problems is that preschool teachers do not understand the intervention content,the intervention object and the intervention method.The strategies to break through these problems lie in four aspects:first,to realize the return of the teaching knowledge of the training content elements;second,to realize the logical sequence of the training content combination;third,to realize the active and effective subject participation of the training object;fourth,to realize the extension of the training effect space to the kindergarten.

关 键 词：幼儿游戏 教师 无效干预 瓶颈 突破 

分 类 号：G613.7[文化科学—学前教育学]