高质量发展视域下区域活动中幼儿自主学习的支持路径

The Supporting Pathways for Self-Regulated Learning of Preschoolers in Regional Activities from the Perspective of High Quality Development

为实现基础教育的高质量发展,学前教育逐渐从外延式发展朝内涵式发展转型。而促进学前教育内涵式发展的重要原则是要以幼儿为本,为幼儿的后继学习和终生发展奠定基础。幼儿期具有较强的可塑性,是培养自主学习能力的关键期,而区域活动是幼儿在幼儿园中进行自主活动的主要方式,在区域活动中开展幼儿的自主学习具有较强的可行性和有效性。从蒙台梭利的教育观与齐莫曼的自主学习理论中得知,幼儿自主学习的过程中包括幼儿、教师与环境三要素,其中幼儿为主体,教师为指导者,环境为知识来源。因此,立足幼儿、教师与环境三要素,并结合《幼儿园保育教育质量评估指南》提出支持路径以促进幼儿自主学习、获得知识经验的发展。

In order to achieve high-quality development of primary education,preschool education is gradually transitioning from extensional development to connotative development.The important principle of promoting the connotative development of preschool education is to prioritize kindergarten pupil and lay the foundation for their subsequent learning and lifelong development.The kindergarten pupil has strong plasticity in early childhood,for which it is a crucial period for cultivating self-regulated learning abilities.Regional activities are the main way for kindergarten pupil to engage in independent activities in kindergarten,and conducting self-regulated learning in regional activities has strong feasibility and effectiveness.According to Montessori’s educational philosophy and Zimmerman’s theory of self-regulated learning,and combined with the"Guidelines for Quality Assessment of Kindergarten Care Education",this paper proposes the supporting pathways to promote kindergarten pupil’s self-regulated learning and the development of knowledge and experience.