基于社会文化理论构建幼儿园防诱拐安全教育课程体系  

The Construction of Kindergarten Anti-Abduction Safety Education Curriculum System Based on Sociocultural Theory

作　　者：张芷诺 汤玉龙 

机构地区：[1]浙江工业大学教育科学与技术学院应用心理研究所,浙江 杭州

出　　处：《教育进展》2023年第12期9500-9505,共6页Advances in Education

摘　　要：引入社会文化理论,有助于幼儿园以整体思维构建由幼儿、教师、家庭、社会多社会主体参与的防诱拐安全教育课程。就防诱拐安全教育课程的构建来说,幼儿园应该在社会文化理论的理论思想指导下,秉持大课程、大教学和大健康的思想教育理想,在多社会主体的参与下,以幼儿的实际安全意识和抵制诱拐能力水平为教育的起点,引导教师在明确幼儿的最近发展区的基础下,利用支架式和互惠式教学模式,促进语言在教学中的中介作用,提升幼儿自我安全意识的抵制诱拐能力。By incorporating sociocultural theory, kindergartens can develop an anti-abduction safety educa-tion curriculum with the cooperation of children, teachers, families, and society. To construct such a curriculum, kindergartens should adhere to the ideological and educational ideals of a comprehen-sive system curriculum, comprehensive system teaching, and comprehensive system health, under the guidance of sociocultural theory. Multiple social actors should participate in raising children’s safety awareness and resistance to abduction. Teachers should be trained to use scaffolding and reciprocal teaching modes, clarifying children’s zone of proximal development. Promoting the inter-mediary role of language in teaching can enhance children’s self-awareness and ability to resist abduction.

关 键 词：社会文化理论 安全教育课程 抵制诱拐能力训练 学龄前儿童 

分 类 号：G61[文化科学—学前教育学]