教师教学空间理解何以推动幼儿园教学改革:意蕴与生产的“有”转“优”

How does Teacher’s Understanding of Teaching Space Promote Kindergarten Teaching Reform:The Transformation form"Existence"to"Excellence"in Meaning and Production

转变幼儿园教学空间理解是实现新一轮幼儿园教学改革的切入口。然而在传统的旧空间观念中,空间的丰富意义被遮蔽与消解。幼儿园教学空间也容易陷入一种物质性为主导且凝滞化呈现的样态,而空间社会属性不仅正在失落还被不平等的权利所充斥。基于空间社会学视域下的空间生产理论,幼儿园教学空间理解应该谋求“于有形中窥其无形”的以“物质存在为基础、互动关系为本质”的意蕴转向,幼儿园教学改革也应该全力转向以非知识传授的追求师幼互动关系完满展开的“大”格局立场。为了更好地把握空间自身的生产过程,要坚持创造性空间生产原则,让每一次互动成为原创;要坚持生成性空间生产原则,让每一次互动着眼当下;要坚持差异性空间生产原则,让每一次互动真正平等。从微观来看,只有教师切实做到重视却不囿于物质性空间筹备,关护儿童独立意志的空间主权,坚守平等对待每位儿童的空间公平为幼儿园教学空间理解与生产的立足点、着眼点和着力点,才能不断更新并优化幼儿园教学改革的立意与实践。

Changing the understanding of kindergarten teaching space is the breakthrough point to realize a new round of kindergarten teaching reform.However,in the traditional old concept of space,the rich meaning of space is obscured and dispelled.Kindergarten teaching space is also prone to fall into a material-dominated and stagnant state,while the social attributes of space are not only being lost but also being filled with unequal power.Based on the theory of space production from the perspective of space sociology,the understanding of kindergarten teaching space should seek to"see the invisible in the tangible"and turn to"material existence as the basis and interactive relationship as the essence",and the kindergarten teaching reform should also turn to the"big"pattern of non-knowledge teaching in pursuit of teacher-child interaction.In order to better grasp the production process of space itself,we should adhere to the principle of creative space production,so that every interaction becomes original;insist on the principle of generative space production,so that every interaction focuses on the present moment;persist in the principle of differentiated space production,so that every interaction is truly equal.From a microscopic point of view,only when teachers truly attach importance to but not limited to the preparation of material space,care for the spatial sovereignty of children’s independent will,adhere to taking the spatial fairness of equal treatment of each child as the foothold,focus and key point of the understanding and production of kindergarten teaching space,can we constantly update and optimize the intention and practice of kindergarten teaching reform.