中日幼儿园教师游戏组织观念的文化差异  

The Culture Differences between Chinese and Japanese Preschool Teachers’Concepts about Play Organization

作　　者：权赫虹 韩金霞 中坪史典 QUAN Hehong;HAN Jinxia;ZHONGPING Shidian(College of Hiroshima University,Hiroshima 7398511 Japan;Education School,Qufu Normal University,Qufu 273165 China;The Experimental Kindergarten of High-tech Zone of Qingdao City,Qingdao 266114 China)

机构地区：[1]日本广岛大学大学院,广岛7398511 [2]曲阜师范大学教育学院,曲阜273165 [3]山东省青岛高新区实验幼儿园,青岛266114

出　　处：《学前教育研究》2023年第5期83-86,共4页Studies in Early Childhood Education

基　　金：山东省教育科学“十四五”规划课题“中日比较视野下新时代山东省幼儿教师胜任力提升路径研究”(编号:2021YB035);“基于中日美保育者多重声音构建‘作为文化活动的保育’概念的研究”(编号:JP21H0084200)。

摘　　要：中日文化差异让两国幼儿园教师关于游戏组织的观念存在显著差异。中国教师虽然与日本教师一样认可竞争与探究对于幼儿发展的价值,但是受家长期望、课程取向、管理制度等因素的直接影响,并不认同日本教师把幼儿探究放在首位、对幼儿竞争结果持完全接受的态度及其不急于干预的做法,而强调应同时考虑中国国情,顾及家长要求,采取能够兼顾各方的积极干预策略,反映了中国文化特性对中国教师游戏组织观念的深刻影响。There exist outstanding culture differences between Chinese and Japanese preschool teachers’concepts about play organization.Although they both recognize the importance of play to children’s development,Chinese preschool teachers don’t agree with Japanese teachers’putting in the first place children’s exploration,accepting children’s all competition results and not intervening when children’s need looks obvious.It’s equally important for Chinese teachers to take into account Chinese conditions,parents’requirements and teachers’role,which reflects the special influence of Chinese culture.

关 键 词：游戏观念 游戏组织 文化差异 

分 类 号：G613.7[文化科学—学前教育学]