多维策略促进幼儿在绘本阅读中的全面协调发展  

On Children’s Whole Development in Picture-book Reading by Multiple Education Strategies

作　　者：冯军 王佳婧 Jun Feng;Jiajing Wang(Cuiyuan Kindergarten of Kaifeng City,Kaifeng 475004 China;Beisaisi International School of Shenzhen City,Shenzhen 518000 China)

机构地区：[1]河南省开封市翠园幼儿园,开封475004 [2]广东省深圳市贝赛思国际学校,深圳518000

出　　处：《学前教育研究》2022年第4期91-94,共4页Studies in Early Childhood Education

基　　金：河南省教育科学“十二五”规划重点课题子课题“幼儿园绘本阅读多维教学策略实验研究”(批准号:JKGHBB-DWJX0006)。

摘　　要：幼儿园教育应始终坚持幼儿全面协调发展的目的和原则。当前很多幼儿园都引进了绘本教学,但存在偏向关注幼儿语言和认知发展的弊端,忽略了幼儿在学习品质、情绪与社会能力等非认知领域的发展。教师应采取多维环境策略,为幼儿创造丰富的物质环境和具有支持性的心理环境,以此激发和培养幼儿的阅读兴趣。教师应善于利用幼儿对绘本的共同喜爱,采用多维教学与交往策略,关注幼儿在绘本阅读中的情绪体验与人际交往,发展幼儿的情绪能力与社会能力。Children’s whole development is the basic goal and principle of kindergarten education.Many kindergartens have introduced picture-book instruction,during which too much attention has been paid to children’s language and cognitive development.Children’s development on learning approaches,emotion intelligence and social abilities have been ignored.To ensure children’s whole development in their picture-book reading,teachers should take multiple environment strategies,teaching methods and interaction approaches to promote children’s growth on reading interests,emotion intelligence and social abilities.

关 键 词：绘本阅读 学习品质 情绪能力 社会能力 

分 类 号：G613.2[文化科学—学前教育学]