英国持续共享思维理念的探析及启示  

An Analysis and Inspiration of the Sustainable Shared Thinking Concept in UK

作　　者：陈天婧 王友缘[1] Chen Tianjing;Wang Youyuan(College of Preschool Education,Shanghai Normal University,Shanghai,200234)

机构地区：[1]上海师范大学学前教育学院,上海200234

出　　处：《幼儿教育》2024年第9期52-56,共5页Early Childhood Education

摘　　要：英国持续共享思维理念的基本内涵包括“共享”和“持续”两个层面,其特征主要体现在:以语言为媒介传递和拓展思维;以认知发展为结果导向,重视教育契机;以信任关系为前提,强调教师的情感支持;以支架式教学法协助儿童拓展最近发展区。在早期教育实践中,首先,在物理、社会、情感层面构建安全的环境;其次,利用游戏情境触发持续共享思维;再次,采用开放式提问和建模维持持续共享思维状态;最后,借助可视化途径复盘持续共享思维。The UK's concept of sustainable shared thinking has two key components:"sharing"and"sustainability".It is characterized by the use of language as a tool for transmitting and expanding ideas,taking a result-oriented approach to cognitive development,seizing teaching opportunities,emphasizing emotional support based on trust between teachers and students,and utilizing scaffolding teaching methods to help children reach the zone of proximal development.In early education practice,the first step is to create a safe environment at the physical,social,and emotional levels.Secondly,game scenarios are used to stimulate continuous shared thinking.Next,open questioning and modeling are employed to maintain a continuous shared mindset.Finally,visual aids are utilized to review and continuously share thinking.

关 键 词：持续共享思维理念 师幼互动 儿童认知和社会性发展 

分 类 号：G619[文化科学—学前教育学]