幼儿园常规教育指令的限度、态度与温度  

The Limits,Attitudes and Temperature of Kindergarten Routine Education Orders

作　　者：葛娇 鄢超云[1] GE Jiao;YAN Chaoyun(School of Education Science,Sichuan Normal University,Chengdu 610068 China)

机构地区：[1]四川师范大学教育科学学院,成都610068

出　　处：《学前教育研究》2024年第1期52-60,共9页Studies in Early Childhood Education

摘　　要：幼儿园常规教育指令的力度直接影响着幼儿自我节奏的保存。教师对常规教育指令的运用,应持懂变通的内容、有人道的力道以及能悦纳的效果三个原则。同时,教师应坚定对幼儿需要的纯粹支持、对幼儿生命发展的善性观照以及对幼儿自主能动性的助力与滋养这三重价值态度。建议教师用有温度的心践行有温度的常规教育,在指令运用前保障幼儿深度参与幼儿园常规的制定,在指令运用中充分观照幼儿的具体需要,在指令运用后坚守宽容底线,使整个指令过程满溢理解的温度。The strength of kindergarten routine education orders directly affects the preservation of children's self-rhythm.In the application of routine education orders,teachers should abide by the limitation of the three principles:flexible content,humane power and acceptable standards.At the same time,teachers should firmly hold the three values of pure support for the needs of young children,the nurturing enlightenment of children's self-discipline,and the help and nourishment of children's autonomous initiative.It is suggested that teachers practice kindergarten routine education with a warm heart.In the application of educational orders,grasp the three practical key points.First,ensure that children are deeply involved in the development of regular content;second,ensure the specific needs of children;and third,achieve tolerance and understanding.

关 键 词：幼儿园 教师 常规 教育指令 幼儿 

分 类 号：G612[文化科学—学前教育学]