学前自主游戏中的教师指导策略研究 -学前教育专业

摘要

学前自主游戏是儿童早期发展的重要途径，对促进其认知、情感和社会性发展具有重要意义。然而，在实际教育实践中，教师在自主游戏中的指导策略存在不足，影响了游戏的教育价值和儿童的发展潜能。本研究旨在探讨学前自主游戏中教师指导策略的有效模式，以提升游戏质量并促进儿童全面发展。有效的教师指导策略应注重儿童的主体性，灵活运用介入与支持的方式，同时关注游戏情境的具体需求。此外，研究发现教师的专业素养和教育理念对其指导行为有显著影响。本研究的创新点在于提出了“动态适应性指导”模型，强调教师根据儿童的游戏状态和发展需求适时调整指导方式，从而实现个性化教育目标。这一模型为学前教育实践提供了理论依据和操作指南，有助于推动教师专业发展并优化学前自主游戏的质量。

关键词：学前自主游戏；教师指导策略；动态适应性指导；儿童主体性；教育价值

Research on Teacher Guidance Strategies in Preschool Autonomous Play

英文人名

Directive teacher:×××

Abstract

Preschool independent play is an important way for children's early development, and it plays an important role in promoting their cognitive, emotional and social development. However, in the actual educational practice, teachers' guidance strategies in autonomous games are insufficient, which affects the educational value of games and children's development potential. The purpose of this study is to explore the effective model of teacher-guided strategies in preschool autonomous play to improve the quality of play and promote children's overall development. Effective teacher guidance strategies should focus on children's subjectivity, flexibly use intervention and support, and pay attention to the specific needs of the game situation. In addition, it is found that teachers' professional quality and educational philosophy have a significant impact on their guiding behavior. The innovation of this study lies in the "dynamic adaptive guidance" model, which emphasizes that teachers can adjust the guidance according to children's play state and developmental needs, so as to achieve personalized education goals. This model provides theoretical basis and operational guidelines for preschool education practice, which is helpful to promote teachers' professional development and optimize the quality of preschool autonomous games.

Keywords: Preschool Autonomous Play；Teacher Guidance Strategies；Dynamic Adaptive Guidance；Children's Subjectivity；Educational Value

引言 1

一、学前自主游戏的理论基础 1

(一)自主游戏的概念界定 1

(二)自主游戏的价值分析 2

(三)教师角色的理论定位 2

二、教师指导策略的现状与问题 3

(一)当前教师指导的实践模式 3

(二)指导策略中存在的主要问题 3

(三)问题成因的多维分析 4

三、教师指导策略的设计原则 4

(一)儿童主体性的尊重与引导 4