幼儿教师生成性环境创设能力反思及提升

发布时间：2017-12-27 20:10

本文关键词：幼儿教师生成性环境创设能力反思及提升　出处：《南昌教育学院学报》2016年06期 　论文类型：期刊论文

【摘要】：幼儿园生成性环境是指既基于幼儿,又为了幼儿,从而促进师幼双方生命意义完整的幼儿园物质环境和精神环境的总和。它以动态性、故事性、关系性和联通性为特点,对幼儿教师提出了相应的环境创设能力要求。当前,主要存在着忽视材料的选择与价值、忽视多重互动、忽视家园协作、忽视幼儿的生活与生长等能力不足问题。因此,要努力通过更新、支持、理解、整合等多种策略,促进幼儿教师生成性环境创设能力的健全,实现幼儿园生成性环境的创设。
[Abstract]:The generative environment in kindergarten refers to the sum of children's physical environment and mental environment based on children and children, so as to promote the complete meaning of life between teachers and children. It has the characteristics of dynamic, storytelling, relationship and connectivity, and puts forward the corresponding requirements for the creation of environment for preschool teachers. At present, there are mainly the problems of neglecting the selection and value of materials, ignoring multiple interactions, ignoring the cooperation of families, ignoring the growth and growth of children. Therefore, efforts should be made to improve preschool teachers' generative environment creation ability through updating, supporting, understanding and integrating strategies, so as to create the generative environment of kindergartens.
【作者单位】：安徽师范大学教育科学学院;
【基金】：安徽省哲学社会科学规划一般项目“改善民生视角下的安徽省农村民办幼儿园发展对策研究”(课题编号:AHSK11-12D146)的研究成果之一
【分类号】：G615
【正文快照】： 《幼儿园教育指导纲要》在教育活动的组织与实施部分强调“环境是重要的教育资源,应通过创设并有效地利用环境促进幼儿的发展”,明确指出“幼儿园的空间、设施、活动材料和常规要求应有利于引发幼儿的主动探索和幼儿间的交往,教师的态度和管理方式应有助于形成安全、温馨的心

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