脑科学循证视域下幼儿园区域游戏心理环境的创设

Creation of Psychological environment for Kindergarten regional activity based on the Evidence-based thinking of Brain science

幼儿园区域游戏心理环境对幼儿的身心发展具有重要意义和价值。研究发现,当前我国学前教育指标体系尚未足够重视“心理环境”指标的建立,存在从属界定不清晰、不一致、内涵表述不完整等问题。本研究通过调研了解到幼儿教师对区域游戏心理环境认识较为粗浅;对幼儿情绪安抚有一定策略,但多依赖个人直觉和经验,且对游戏探究的支持多于对情感与社会交往的支持;面对幼儿个性化需求表现与集体行为标准之间的冲突缺乏专业支持。研究尝试以“循证”思路,借鉴脑科学研究成果,探索幼儿区域游戏心理环境创设的有效路径和策略,提出借助情绪大脑机制帮助教师形成科学认识、遵循大脑整体性原则有效安抚幼儿情绪、依据大脑共情机制帮助幼儿学习情绪管理和发展友谊、借鉴“脑间同步”营造积极健康的教室氛围等建议。

Psychological environment in kindergarten regional activity has great significance and value to children's physical and mental development.Through the current index system of preschool education in China,there are some problems such as unclear and inconsistent subordinate definition,incompleteexpression on connotation and so on.It is found that preschool teachers pay more attention to the psychological environment of regional activity,while they hace a limited recognition.There are certain strategies to children's emotional consolation,but they mostly rely on personal intuition and experience,and they can get more support on exploration than that on emotion and social interaction.Facing the conflict between children's individual needs and collective behavior standards,they feel lack of professional support.The research try to associate the brain science research achievements to evidence-based thinking,to explore the effective path and strategy of psychological environment.The research make the following recommendations:using emotional brain mechanisms to help teachers form cognitive science,following the principle of brain integrity effectively to soothe children's psychological emotion,according to the mechanism of brain empathy to help children learn emotion management and develop friendship,referencing brain synchronization to promote the same frequency resonance between teachers and students.