幼儿教师游戏观察与支持的现状与提升路径

The Current Situation and Improvement Path of Preschool Teachers’ Play Observation and Support

通过问卷法、访谈法及文本分析法对福建省公办幼儿园989名幼儿教师游戏观察与支持的现状进行调查,结果表明:幼儿教师能够认识到游戏观察的重要性,但落实观察的行动力薄弱;多采用叙述法进行观察记录,观察方法与技术较为单一;对游戏分析与解读围绕游戏行为表象,缺乏对幼儿学习与发展的深度解析;游戏的支持与推进成为最具挑战性环节,亟待加强游戏支持与推进的适宜性与发展性。研究提出要将"观察与记录"以儿童早期学习标准为抓手,将"分析与解读"以儿童早期发展评价工具及儿童游戏理论为参照,将"支持与推进"与幼儿园课程的建设和实施建立联系,将"反思与行动"与幼儿教师专业发展搭建桥梁。四个阶段形成有效联结并视为循环往复、相互关联的有机整体,将成为破解幼儿教师游戏观察与支持困境的新路径。

Through questionnaire, interview and text analysis, 989 public kindergarten teachers in Fujian Province are surveyed on the current situation of play observation and support.The results show that: kindergarten teachers can recognize the importance of play observation, but their ability to implement observation is weak.Narrative methods, which are relatively simple, are often used for observation and recording.The analysis and interpretation of play revolve around the appearance of play behaviors, lacking in-depth analysis of children’s learning and development.The most challenging link is the support and promotion of play, whose appropriateness and development needs to be strenghtened urgently.The research proposes that "observation and recording" should be based on early childhood learning standards, "analysis and interpretation" should be refered to early childhood development assesment tools and children’s play theory, and "support and advancement" should be integrated with the construction and implementation of kindergarten curriculum.A bridge should be built between "reflection and action" and the professional development of preschool teachers.The four stages form an effective connection and should be regarded as a cyclical and interrelated organic whole, which will become a new way to solve the predicament of preschool teachers’ play observation and support.