| 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,2018,34(2):58-62 |
| 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 |
| Study on the Method and Practice Exploration of “Learning Story”in Chinese Kindergartens with the Guidelines for Learning and Development of 3-6 Year Olds Children |
| 投稿时间：2017-07-16 修订日期：2017-08-28 |
| DOI：10.11995/j.issn.2095-770X.2018.02.013 |
| 中文关键词: 《3-6岁儿童学习与发展指南》 学习故事 本土化 方法探究 |
| 英文关键词: the Guidelines for Learning and Development of 3-6 Year Olds Children learning story localization method exploration |
| 基金项目: |
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| 中文摘要: |
| 学习故事是一套来自新西兰的叙事性儿童评价体系，被教师广泛用来观察、理解并支撑儿童的学习，同时记录儿童的成长。为了促进学习故事的本土化，笔者以《3-6岁儿童学习与发展指南》为背景，以“学习故事”的三段式结构即注意、识别、回应为抓手，找到我国幼儿园运用“学习故事”的方法，即把《指南》作为观察、了解幼儿的框架；准确“识别”幼儿五大领域方面的发展水平；在《指南》的教育建议的基础上灵活运用四种方法支持幼儿的学习。笔者针对幼儿园运用学习故事提出建议：加强观察和解读幼儿的能力，促进教师专业发展；以幼儿为主体，鹰架幼儿学习路径；加强家园合作，促进幼儿“学习故事”的连贯性。 |
| 英文摘要: |
| The “Learning Story” is a kind of children’s evaluation system coming from New Zealand, which is widely used to observe children’s learning ability and record the growth process of the children. In order to promote the localization of “Learning Story”, and based on the Guidelines for Learning and Development of 3-6 Year Olds Children,this author focused on the three sections of the “Learning Story”, which is the concentration, recognition, and response. The paper also finds the way of using “Learning Story” in kindergarten in China to observe and understand children’s activities; identify children’s level of development in five areas accurately; use four methods flexibly to support children’ learning. Finally, the author puts forward suggestions on the use of “Learning Story” in kindergartens, including how to strengthen the ability of observation and interpretation of children and how to promote the professional development of teachers; The paper also suggested that we should put children as the principal part and strengthen the cooperation between parents and kindergartens. |
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