儿童视角下的幼儿园区域活动

Study of Area Activities in Kindergarten Based on Children's Perspective

区域活动因其可以满足幼儿个别化学习的需要,给予幼儿自主探索的机会,而逐渐成为当前幼儿园课程实施的重要方式。本研究以儿童视角为理论基础,邀请南京市一所幼儿园28名中班幼儿和2名教师参与研究,请幼儿运用马赛克方法发表其对区域活动的看法,同时通过访谈了解教师创设区域的意图,然后依据扎根理论,使用Nvivo11质性分析软件对所获研究资料进行编码分析,结果发现幼儿对区域活动的关注点主要集中在区域材料、内部体验、自身兴趣与经验、环境、空间、人物和规则等七个方面,与教师在创设区域时重视区域的教育功能、形式美观、条件便利等存在一定的差异;虽然教师认可幼儿参与的能力,也愿意根据幼儿的实际参与情况作出调整,但总体来说文化差异影响着儿童视角在幼儿园区域活动中的实施,成人权威阻碍着幼儿参与的进程,同时现实条件也制约着幼儿参与的程度。为推动儿童视角在幼儿园区域活动中的运用,教师应具备倾听幼儿的意识,重视幼儿参与的过程,并积极回应幼儿的想法;幼儿园应积极创建包括管理者、幼儿、教师、家长、研究者在内的参与共同体,为教师运用儿童视角提供条件支持。

Based on the perspective of children,the authors of this paper invited 28 children and 2 teachers from a middle class in a kindergarten in Nanjing to join the research.Children were invited to use the mosaic approach to publish their views on area activities.Through the interview,the creative intention of the areas of the teacher was acquired.By using the grounded theory and Nvivo11 qualitative analysis software,the area activities in the eyes of children were coded and analyzed.The results of the analysis indicated that children’s focus on area activities was mainly in materials,internal experiences,self-interests and experiences,environment,space,people and rules.Children expressed their reasons for likes and dislikes of area activities.Teachers also shared their creative intention of the area.Focusing on the difference of attention between the teachers and the children in the area activities and the different reactions to the“children’s participation”,the causes of the application dilemma from children’s perspectives and possible breakthrough strategies were further discussed.