幼儿园游戏活动中师幼互动质量提升策略——基于持续共享思维理论  

Strategies for Promoting the Quality of Teacher-child Interaction in Kindergarten Plays based on the Sustained Shared Thinking Theory

作　　者：原晋霞[1] 曾晓滢 YUAN Jin-xia;ZENG Xiao-ying(School of Education Science,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《陕西学前师范学院学报》2023年第2期61-68,共8页Journal of Shaanxi Xueqian Normal University

基　　金：教育部国家级新文科项目(2021060041);江苏高校国际化品牌专业建设项目。

摘　　要：游戏作为幼儿园的基本活动,其质量高低直接关涉幼儿园教育质量。英国早期有效教学法项目研究表明,持续共享思维是游戏中高质量师幼互动的核心要素,对促进幼儿全面发展尤其是认知发展具有重要意义。实施持续共享思维对话,有助于提高游戏中师幼互动的质量。持续共享思维是两个或两个以上个体“持续”“共享”“思维”的学习事件。其以语言为主要互动媒介,以自由游戏为主要发生情境,发生时机具有不确定性,有利于促进幼儿批判性思维的发展。游戏活动中运用持续共享思维,需要教师悬置“教师”身份,以玩伴的角色潜入游戏;以儿童的视角推进游戏;并发挥支架作用,促进幼儿的思维发展。As the basic activity of kindergarten,the quality of plays directly determines the development of education quality in kindergarten.The British early effective teaching methods project in current game activities shows that the sustained shared thinking(SST)strategy as the core element of high-quality teacher-child interaction is to promote children’s overall development,especially cognitive development.This paper proposes the implement of SST to improve the quality of teacher-child interaction in plays for promoting the quality of kindergarten education.SST is defined as a learning episode in which two or more individuals“continuously”“share”“thoughts”.Characteristics of SST are as follows:language as the main interactive medium,and free play as the main situation,with the uncertainty of the timing of occurrence,be conducive to promoting the development of children’s critical thinking.Implement of sustained shared thinking in plays require teachers to suspend the role of“teacher”and sneak into the play as a playmate,advance the play from the perspective of children,and scaffold to promote the development of children’s thinking.

关 键 词：持续共享思维 游戏 师幼互动 教育质量 

分 类 号：G610[文化科学—学前教育学] G613[文化科学—教育学]