观察理解尊重——研读《幼儿园大班学习故事:红黄套筒》引发的思考

• 作 者: 刘乐珍
• 机 构: 安徽省合肥市安庆路幼儿园,
• 出 处: 家教世界
• 发表日期: 2017年09期

“学习故事”以幼儿自发活动为切入点,是对幼儿自发活动的叙事性观察记录。一个学习故事通常由三个部分组成,包括“注意”“识别”和“回应”。“学习故事”是一种评价儿童的方法,也是一种研究方法,最先由新西兰学前教育学者提出。在合肥市教育局教研室的引领下,我们也掀起深入研读“学习故事”的教研热潮,旨在引发教师对儿童观的再度思考,对幼儿园大量存在的幼儿自发活动(包括自发游戏)高度重视,改变实践中教师依然存在的急

“Learning Stories ” takes the young children’s spontaneous activity as the starting point, and is a narrative observation record of spontaneous activities of young children. A learning story usually consists of three parts, including “attention ” “recognition ” and “response ”. “Learning Stories ” is a method of evaluating children, but also a research method, first proposed by New Zealand pre-school educators. Under the guidance of the Teaching and Research Section of Hefei Bureau of Education, we also set off a series of research and study hotspots to further our study of “Learning Stories”, aiming to arouse teachers’ rethinking of children’s viewpoints, and to the large number of preschool children’s spontaneous activities (including spontaneous games) Emphasize and change the urgency that teachers still have in practice