幼儿“图话”心理解读模式建构探索  

Exploration of Constructing a Psychological Interpretation Model for Preschool Children’s“Picture Talk”

作　　者：欧阳毅红 OUYANG Yi-hong(Quanzhou Fengze Kindergarten,Quanzhou 362000,China)

机构地区：[1]泉州市丰泽幼儿园,福建泉州362000

出　　处：《陕西学前师范学院学报》2024年第7期109-112,共4页Journal of Shaanxi Xueqian Normal University

基　　金：福建省中小学德育研究B类课题(DY201719B)。

摘　　要：幼儿“图话”心理解读是新时期幼儿园教师深入了解幼儿心理状态与发展水平的重要抓手。以笔者课题团队开展幼儿“图话”心理解读“33+X”工作模式的实践探索为例,建议实施以下心理解读策略:秉持尊重、接纳和理解等基本原则;酌情实施“大力支持幼儿进行原发性表达、重视解读幼儿的独特性语言、深入认识幼儿表征的发展性”等基本步骤;坚持遵循“灵活选择解读要素、动态求证解读内容、多元分析解读结果”等基本规范;探索形成“全面整合一日生活、协同促进经验建构、有效支持多元沟通、创新拓展视听传播”等应用场域。The psychological interpretation of children’s“Picture Talk”is an important tool for kindergarten teachers to deeply under-stand psychological state and development level of young children in the new era.Taking practical exploration of the“33+X”psychologi-cal interpretation model for children’s“Picture Talk”by the author’s research team as an example,it is recommended to implement the following psychological interpretation strategies:adhering to basic principles of respect,acceptance,and understanding children;implementing basic steps such as strongly supporting young children’s primary expression,valuing the interpretation of their unique language,and gaining a deeper understanding of the developmental nature of their representation;adhering to basic norms such as flex-ible selection of interpretation elements,dynamic verification of interpretation content,and diversified analysis of interpretation re-sults;It suggests to explore the formation of application fields such as comprehensive integration of daily life,collaborative promotion of experience construction,effective support for diverse communication,and innovative expansion of audiovisual communication.

关 键 词：幼儿园健康教育 幼儿“图话” 心理解读模式 

分 类 号：G612[文化科学—学前教育学]