幼儿园美工区域活动“1233”生活化模型的构建研究  

Research on the Construction of"1233"Life-oriented Model of Art Area Activities in Kindergartens

作　　者：陈倩[1] 曹丽 何茹 Chen Qian;Cao Li;He Ru(Yuqu District of Wuhan University of Technology,Wuhan 430063;Hunan Normal University,Changsha 410081)

机构地区：[1]武汉理工大学余区幼儿园,武汉430063 [2]湖南师范大学教育科学学院,长沙410081

出　　处：《当代教育论坛》2021年第6期93-99,共7页forum on contemporary education

基　　金：武汉市武昌区教育科学“十三五”规划课题“生活化材料在幼儿园大班美工区域活动中的运用探究”(编号:2020G013)的阶段性研究成果。

摘　　要：近年来,区域活动在幼儿园教育活动中的重要性日益凸显。为保证区域活动的科学开展,提高对生活材料的循环使用率,研究者基于杜威的生活教育和陈鹤琴的“活教育”思想,构建了幼儿园美工区域活动“1233”生活化模型。该模型以幼儿为中心,强调区域活动投放的材料来源于幼儿在大自然中会接触到的、在生活中真正会用到的材料,并将幼儿活动的主体性渗透、低结构开放、层次性需求原则贯穿于生活、集体和游戏活动,为幼儿接近自然、了解生活提供学习的平台。此外,该模型还为教师开展幼儿园美工区域活动提供具体的实施建议:第一,健全幼儿成长档案,凸显美工区域活动中幼儿的个性化发展;第二,善于发现生活中可利用的废旧材料和天然材料;第三,坚持家园合作,鼓励家长和幼儿一起收集、整理、利用生活中随处可见的材料;第四,坚持美工区域活动与幼儿园主题活动有机融合;第五,美工区域活动中逐步降低生活化材料的结构化成分,不断增强生活化材料的主题展现形式。In recent years, the value of kindergarten area activities in early childhood education has increasingly highlighted. In order to ensure the scientific development of area activities and improve the recycling rate of materials of area activity, we researchers constructed the "1233" life-oriented model of art area activities in kindergartens based on the theory of John Dewey’s "education as a necessity of life" and the theory of Chen Heqin’s "Living-Education". The model focuses on the young children, emphasizes the use of life-oriented materials which means that the materials of area activities should come from nature and real life that children will contact in person and really use. In daily life, collective and game activities, the model also implements the following three principles of children’s activities:low-structure openness, subjectivity penetration and hierarchical needs, which provides a learning platform for children to get close to nature and understand life. In addition, the model provides specific implementation suggestions for teachers to carry out kindergarten art work regional activities as well: First,complete children’s growth files and highlight children’s personalized development in art area activities;Second,be good at finding waste materials and natural materials that can be used in life;Third, adhere to home-school cooperation and encourage parents and children to collect, sort out and use materials everywhere in daily life;Fourth, adhere to the organic integration of art regional activities and kindergarten theme activities;Fifth, gradually reduce the structural components of living materials in art area activities and continuously enhance the theme display form of living materials.

关 键 词：生活化材料 美工区域活动 幼儿园美术教育 学前教育 

分 类 号：G613.6[文化科学—学前教育学]