超越“游戏人”——自主性游戏中幼儿园教师角色重塑

Transcending“Homo Ludens”—Remolding Role of Kindergarten Teachers in Autonomous Games

游戏精神是幼儿教育的核心。近年来自主性游戏的推广与实践进一步巩固了游戏作为幼儿园基本活动的地位。然而,在实际开展过程中幼儿园教师容易误解自身在自主性游戏中的角色,出现高控者或隐匿者的偏差,影响了自主性游戏本体价值及工具价值的发挥。因此,亟待厘清幼儿园教师在自主性游戏中的行为边界并重塑角色,使其不仅成为具备游戏精神的“游戏人”,更要超越“游戏人”的角色,做游戏活动的创设者、观察者、指导者、记录者、反思者,这是新时代幼儿园教师的职业诉求,也是回归游戏本真,引领幼儿发展的应有之义。

The spirit of game is the core of early childhood education.In recent years,the promotion and practice of autonomous games have further consolidated the status of games as basic activities in kindergartens.However,in the actual development process,kindergarten teachers tend to misunderstand their own roles in autonomous games,resulting in the deviation of high controller or concealment,which affects the exertion of the ontological value and tool value of autonomous games.Therefore,it is urgent for kindergarten teachers to clarify their behavior boundaries and reshape the roles in the game,not only to be a“Homo Ludens”,more to transcend the role of the“Homo Ludens”,to be the games creator,observer,mentor,recorder and reflector.It is the professional appeal of kindergarten teachers in the new era.It is also the due meaning of returning to the true nature of the game,and leading the development of children.