构建弹性课堂 促进幼儿智慧成长——瑞吉欧方案教学的借鉴运用与保障机制

Facilitating Children's Intelligence Growth with Flexible Classroom Activities: The Use of and Mechanism for the Reggio Approach

瑞吉欧方案教学倡导"指南针"式的课程,计划性与随机性相结合,充分发挥幼儿主体作用,注重师生共同建构,是以儿童为中心的过程模式。当前我国幼儿园教育实行"列车时刻表"似的课程,存在预设占绝对地位、过多强调教师主导作用、忽视幼儿主体作用、弱视活动过程的意义等弊端。为克服这些弊端,可借鉴瑞吉欧方案教学模式,构建弹性课堂,促进幼儿智慧成长。在这一过程中,教师必须处理好幼儿自发生成与教师预设教学的关系,处理好小群体活动与大班级教学的关系,处理好幼儿自主学习与教师主导作用的关系。同时,方案教学的有效实施需通过完善教师专业培养机制,改革幼儿园管理评价机制,加强幼儿园、社区、家庭三位一体的协作机制提供切实保障。

The Reggio approach advocates compass-type curricula characterized by the integration of planning and randomness. It brings the role of children into full play by involving children into a children-centered process. A close look at the current train schedule-like curricula may disclose a series of weaknesses： overstressing the role of teachers, overlooking the role of children and the process of classroom activities due to the dominance of pre-designed teaching procedure. The use of the Reggio can help to overcome the weaknesses and facilitate children＇s intelligence growth with flexible classroom activities. However, it should noted that while applying the Reggio approach, teachers should properly deal with 3 pairs of relations： the relation between children＇s spontaneity and teachers＇ planning, the relation between small group activity and classroom teaching and the relation between children autonomy and teachers＇ guidance. Meanwhile, the effective use of the approach can only be ensured through perfecting in-service teacher training mechanism, reforming management and assessing mechanism for kindergartens and intensifying collaboration mechanism involving kindergarten, community and family.