摘要
引导性游戏(guided play)对促进幼儿学习与发展具有重要意义,其推行取决于幼儿园教师引导性素养。幼儿园教师开展好引导性游戏应具备哪些能力素养,要素间逻辑如何尚未明晰。本研究以幼儿园引导性游戏核心实践为基,通过扎根理论自下而上探索引导性游戏素养的关键要素及理论逻辑,并构建素养模型。研究发现,幼儿园教师引导性游戏素养由6个关键要素及25个次级要素关联而成。各关键要素与整体素养具有特定关系,其中引导性游戏信念是驱力来源,引导性游戏知识储备是认知基石,引导性游戏设计能力是核心支柱,引导性游戏环境创设能力是条件基础,引导性游戏实施能力是必要操作,引导性游戏发展意识是内生动能;各关系要素间动态交互、彼此作用与相互制约,形成了六位一体内在机制保障。引导性游戏素养模型能够为教师提升自身游戏素养、改善幼儿园游戏实践、评价幼儿园教师引导性游戏素养及开展行业培训提供参考框架。
Guided play is critical for fostering children’s learning and development,and its successful implementation primarily relies on the guided play competence of kindergarten teachers.However,the specific competence required for teachers to effectively facilitate guided play,along with the interrelationships among these competence,have yet to be clearly defined.This study,based on the core practices of guided play in kindergartens,employs grounded theory to explore,from the ground up,the key elements and theoretical underpinnings of guided play competence,ultimately developing a competence model.The findings reveal that kindergarten teachers’guided play competence consists of 6 key elements and 25 subelements,each playing a crucial role in shaping the overall competence.These key elements are interconnected,with belief in guided play serving as the driving force,the knowledge reserve of guided play forming the cognitive foundation,and the ability to design guided play constituting the core pillar.Furthermore,the ability to create guided play environments serves as the conditional foundation,the ability to implement guided play represents the operational necessity,and the awareness of guided play development provides the intrinsic momentum.These interconnected elements dynamically interact,influence one another,and impose mutual constraints,thereby collectively forming an integrated internal mechanism.The guided play competence model offers a valuable reference framework for teachers to enhance their competence,improve kindergarten play practices,assess teachers’guided play competence,and guide industry training programs.
作者
林耿芬
张姝玥
LIN Gengfen;ZHANG Shuyue(Faculty of Education,Guangxi Normal University,Guilin 541004 China;College of Educational Science,Yulin Normal University,Yulin 537000 China)
出处
《学前教育研究》
北大核心
2025年第3期13-26,共14页
Studies in Early Childhood Education
基金
2023年度国家社科基金教育学重大项目“中国教育现代化的理论建构和实践探索研究”(VAA230006)。
