借学习故事例谈区域活动教师指导策略
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摘要
"学习故事"是在真实情境中完成的结构性观察和记录,能用来记录和交流儿童学习的复杂性。[1]主张以儿童为中心,认为儿童是以有能力、有自信的学习者和沟通者的身份成长的。[2]这与区域活动以幼儿为主的理念不谋而合。本文通过阐释学习故事的内涵,管窥区域活动教师指导的价值,立足区域活动教师指导普遍存在的问题,借学习故事理念在大量案例中探究相应的指导策略。
"Learning stories" are structural observations and records completed in real situations, which can be used to record and communicate the complexity of children's learning. It advocates children as the center and believes that children grow up as competent and confident learners and communicators. This coincides with the idea that regional activities are mainly for children.By explaining the connotation of the learning story, this paper explores the value of the guidance of teachers in regional activities,and based on the common problems of the guidance of teachers in regional activities, explores the corresponding guidance strategies in a large number of cases with the concept of learning stories.
"Learning stories" are structural observations and records completed in real situations, which can be used to record and communicate the complexity of children's learning. It advocates children as the center and believes that children grow up as competent and confident learners and communicators. This coincides with the idea that regional activities are mainly for children.By explaining the connotation of the learning story, this paper explores the value of the guidance of teachers in regional activities,and based on the common problems of the guidance of teachers in regional activities, explores the corresponding guidance strategies in a large number of cases with the concept of learning stories.
引文
[1]王菠,王萍.“学习故事”在我国幼儿园区域活动中的运用与探索[J].教育参考,2017(5):106-112.
[2] Ministry of Education.Te Whariki:Te Whariki? Mataurang among a Mokopuna o Aotearoa/Early Childhood Curriculum.Wellington:Learning Media,1996.
[3]何婷婷.新西兰“学习故事”及其在中国本土化的反思[J].教育与教学研究,2018,32(1):20-24,123.
[4](新西兰)玛格丽特·卡尔,温蒂·李.学习故事与早期教育:建构学习者的形象[M].周菁,译.北京:教育科学出版社,2015:5.(Margaret Carr,Wendy Lee.Learning Stories:Constructing Learner Identities in Early Education[M].Translated by Zhou Jing.Beijing:Educational Science Publishing House,2015:5.)
[2] Ministry of Education.Te Whariki:Te Whariki? Mataurang among a Mokopuna o Aotearoa/Early Childhood Curriculum.Wellington:Learning Media,1996.
[3]何婷婷.新西兰“学习故事”及其在中国本土化的反思[J].教育与教学研究,2018,32(1):20-24,123.
[4](新西兰)玛格丽特·卡尔,温蒂·李.学习故事与早期教育:建构学习者的形象[M].周菁,译.北京:教育科学出版社,2015:5.(Margaret Carr,Wendy Lee.Learning Stories:Constructing Learner Identities in Early Education[M].Translated by Zhou Jing.Beijing:Educational Science Publishing House,2015:5.)