适宜儿童主动游戏的幼儿园学习环境:要素与创设策略  

Elements and Strategies for Creating a Kindergarten Learning Environment Suitable for Children's Active Play

作　　者：贾云[1] 甘子路 Jia Yun;Gan Zilu(Jiangsu Second Normal University,Nanjing,Jiangsu,211200;Lishui Babysun Kindergarten,Nanjing,Jiangsu,211200)

机构地区：[1]江苏第二师范学院,江苏南京211200 [2]南京市溧水区小太阳幼儿园,江苏南京211200

出　　处：《幼儿教育》2024年第21期37-41,共5页Early Childhood Education

基　　金：江苏省教育科学“十四五”规划重点课题“幼儿园教师关怀能力的发展机制与培养路径研究”(课题编号:B/2023/01/183);中国学前教育研究会“十四五”课题“基于职业幸福感提升的幼儿园教师师德养成机制研究”(课题编号:K20210080)的研究成果之一。

摘　　要：主动游戏是3一6岁儿童的首要学习方式。幼儿园学习环境的创设应当适宜这一学习方式。适宜儿童主动游戏的物质环境应包含尊重儿童的主体性、可选择的多样性、兼具灵活性的稳定性、规则性和挑战性五大要素。适宜儿童主动游戏的社会环境包含智慧的教师角色和良好的师幼关系。Active play is the primary learning method for children aged 3 to 6.The creation of a suitable learning environment in kindergarten should cater to this learning method.The material environment suitable for children's active play should include five elements:respect for children's subjectivity,diversity of choice,stability with flexibility,rules,and challenge.The social environment suitable for children's active play includes wise teachers and good teacher-student relationship.

关 键 词：学习方式 学习环境 主动游戏 教师角色 师幼关系 

分 类 号：G612[文化科学—学前教育学]