幼儿参与班级物质环境创设的内涵及其实践解读

The Connotation and Interpretation of children’s participation in the Creation of Class Physical Environment

作为"隐形课程"的幼儿园环境,是幼儿的"第三位老师"。参与权是儿童的基本权利之一,幼儿参与班级物质环境创设是促进其全面发展的重要途径。应该创设邀请鼓励、自由、赋予力量和强大的班级物质环境,使幼儿运用各种感官感知环境,进而激发幼儿好奇、想象、以及智力上的挑战。文章通过对教师问卷调查,访谈园长、教师和幼儿,观察物质环境等途径对幼儿参与班级物质环境创设的现状进行研究,发现存在幼儿参与方式单一、参与频次较低等问题。提出相应地解决策略,即教师尊重幼儿,突出幼儿主体性地位;在活动中培养幼儿的参与意识及能力;营造良好的精神环境促进物质环境创设等,以期为幼儿真正参与班级物质环境创设提供帮助和借鉴。

The kindergarten environment and its creation as “hidden curriculum” is the “third teacher”for children.Participation is one of the basic rights of children.Children’s participation in class physical environment establishment is an important approach to promote their overall development.A natural and powerful environment of inviting,encouraging and permitting should be created in order to facilitate children to perceive in various senses and stimulate their curiosity,imagination,and intellectual challenges.This study probes into the present situation and existing problems of children’s participation into the creation of class physical environment through questionnaire survey to teachers and interviews to garden leadership,teachers and children.Suggestions are proposed accordingly to provide some references for future study.