“幼儿教师课程游戏化理念与实践”的现状调查与思考

Investigation and Thinking on the Status Quo of"Kindergarten Teachers'Curriculum Gamification Idea and Practice"

通过采用"幼儿教师课程游戏化现状调查"问卷,对C市7个辖市区4902名教师开展了现状调查,结果表明:大部分园所教师对课程游戏化的理念有了一定的了解并持肯定的态度,但部分教师对于"课程""自主游戏""集体教学"的价值以及它们之间的关系并未能厘清。当前大部分教师对六个支架有了不同程度的实践,但对自己的专业能力、园本教研的实效以及外在保障方面存在担忧,并期望园所管理者亲自参与课改实践,得到专家的引领。在调查研究的基础上,可从明晰课程游戏化内核、因地制宜开展课程游戏化建设、提高园本教研实效、提升园所管理者课改参与度等方面推进区域课程游戏化。

By adopting the questionnaire of"Survey on the Status Quo of Curriculum Gamification for Preschool Teachers",a survey was conducted on 4902 teachers in the 7 districts of city C.The results showed that most kindergarten teachers have a certain understanding of the concept of curriculum gamification and hold a positive attitude,but some teachers have not been able to clarify the value of"curriculum","independent games"and"collective teaching"and the relationship between them.At present,most teachers have practiced the six scaffolds to varying degrees,but they have concerns about their professional abilities,the effectiveness of kindergarten-based teaching and research,and external guarantees.They expect the kindergarten managers to personally participate in the practice of curriculum reform and obtain experts'leading and so on.On the basis of investigation and research,regional curriculum gamification can be promoted in terms of clarifying the core of curriculum gamification,developing curriculum gamification construction according to local conditions,improving the effectiveness of kindergarten teaching and research,and enhancing the participation of kindergarten managers in curriculum reform.