幼儿游戏背后的教师专业决策:是否与如何介入

Teachers’ Professional Decision:making Behind Young Children’s Play:Whether and How to Intervene

基于美国引导游戏理论和欧美新兴的游戏本位学习理论,深度思考教师在放手游戏中的"为"与"不为"、"如何为之"这一现实问题。教师对幼儿游戏的"为"与"不为"在本质上都是教师的专业决策,游戏背后的教师专业决策包括信念、知识、判断、支持、反思五个构成要素,以及基于充分、细致观察的价值判断,基于丰富、系统知识的专业支持和基于反思、调整的学习发展的闭环过程。为保障幼儿教师专业决策能力的提升,可通过明确多重角色、丰富四类知识、遵循两条路向等路径获得发展。

Based on the American guided play theory and the emerging play-based learning theory in Europe and America,this paper deeply considers the realistic problems of"doing"and"not doing"of teachers in letting go of the play,and the"how to do it". Teachers’ "doing"and"not doing"in children’s play are essentially teachers’ professional decisions,and the decisions behind play include five components of belief,knowledge,judgment,support and reflection,as well as value judgments based on adequate and careful observation,professional support based on rich and systematic knowledge,and a closed-loop process of learning development based on reflection and adjustment. In view of this,in order to ensure the improvement of preschool teachers’ professional decisionmaking ability,the development can be achieved through clarifying multiple roles,enriching four types of knowledge,and following two paths.