区域活动中运用“学习故事”的现实性分析
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摘要
区域活动是幼儿园一日活动的重要组成部分,在促进幼儿建立积极社会情感、发展认知、建立良好同伴关系、自主游戏和学习等方面具有多元价值。目前,区域活动存在目标不明确、环境创设表面化、环境更新频繁化、活动材料缺乏层次性、教师指导随意、忽视活动评价等问题。"学习故事"是一套由明确教育价值观引领的学习评价体系,是一种叙事式观察的形成性评价体系。区域活动中运用"学习故事"是回归"以幼儿为本"教育本质的需要,是教师专业化指导发展的需要,也是优化区域活动环境的需要。但也存在一些现实困境:难以检验区域活动中学习故事结果效度;难以建构"学习故事"本土化评价体系。
Regional activities have become the main activities of children in the day-to-day activities.There are multiple values in promoting positive social emotions, developing cognition, establishing good peer relationships and playing or learning autonomously.At present, there have been unclear goals, surface or frequent updating environment,lack of hierarchy of activity materials, random teacher guidance and neglecting of activity evaluation in regional activities.`Learning Stories"is a learning evaluation system led by clear educational values from New Zealand. It is also a formative evaluation system for narrative observation. The use of"Learning Stories"in regional activities is the need to return to the essence of"child-oriented"education, the need of teachers' professionalization guides for development and the need of optimizing the environment of regional activities. However, there are also some practical dilemmas:it is difficult to test the validity of learning story outcomes in regional activities and construct a localization evaluation system for"learning stories".
Regional activities have become the main activities of children in the day-to-day activities.There are multiple values in promoting positive social emotions, developing cognition, establishing good peer relationships and playing or learning autonomously.At present, there have been unclear goals, surface or frequent updating environment,lack of hierarchy of activity materials, random teacher guidance and neglecting of activity evaluation in regional activities.`Learning Stories"is a learning evaluation system led by clear educational values from New Zealand. It is also a formative evaluation system for narrative observation. The use of"Learning Stories"in regional activities is the need to return to the essence of"child-oriented"education, the need of teachers' professionalization guides for development and the need of optimizing the environment of regional activities. However, there are also some practical dilemmas:it is difficult to test the validity of learning story outcomes in regional activities and construct a localization evaluation system for"learning stories".
引文
[1]霍力岩,孙冬梅.幼儿园课程开发与教师专业发展--比较研究的视角[M].北京:教育科学出版社,2016:126.
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[8]杨文.当前幼儿园环境创设存在的问题及解决对策[J].学前教育研究,2011(07).
[9][11][14]李季湄,冯晓霞.《3-6岁儿童学习与发展指南》解读[M].北京:人民教育出版社,2013:50.
[10]Carr M.Kei tua o tepae:Assessing Learning that Reaches Beyond the Self and Beyond the Horizon[J].Assessment Matters,2009,(1):20-46.
[12]Carr,M.,et al.Learning and teaching stories:Action research on evaluation in early childhood in Aotearoa New Zealand[J].European Early Childhood Education Research Journal,2002,10(2):115-125.
[13]王静,卢清.在《3-6岁儿童学习与发展指南》背景下我国幼儿园运用“学习故事”的方法探究[J].陕西学前师范学院学报,2018(02).
[2]余璐,刘云艳.评估促进儿童学习何以可能--学习故事的回顾与省思[J].比较教育研究,2017(11).
[3]李召存.以儿童为本:走向“为了儿童”与“基于儿童”的整合[J].学前教育研究,2015(07).
[4]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(05).
[5]张亚军.幼儿园教育基础[M].上海:华东师范大学出版社,2014:66.
[6]张亚妮,王朝瑞,钱琳娜.“学习故事”蕴藏的教育精彩[N].中国教育报,2015(03).
[7]教育部.幼儿园教育指导纲要(试行)[Z].2001(7).www.360doc.com/con tent/12/0912/121/1427567-235796062.shtml.
[8]杨文.当前幼儿园环境创设存在的问题及解决对策[J].学前教育研究,2011(07).
[9][11][14]李季湄,冯晓霞.《3-6岁儿童学习与发展指南》解读[M].北京:人民教育出版社,2013:50.
[10]Carr M.Kei tua o tepae:Assessing Learning that Reaches Beyond the Self and Beyond the Horizon[J].Assessment Matters,2009,(1):20-46.
[12]Carr,M.,et al.Learning and teaching stories:Action research on evaluation in early childhood in Aotearoa New Zealand[J].European Early Childhood Education Research Journal,2002,10(2):115-125.
[13]王静,卢清.在《3-6岁儿童学习与发展指南》背景下我国幼儿园运用“学习故事”的方法探究[J].陕西学前师范学院学报,2018(02).