| 杨川，罗春艳，.幼儿游戏背后的教师专业决策：是否与如何介入[J].陕西学前师范学院学报,2022,38(2):36-42 |
| 幼儿游戏背后的教师专业决策：是否与如何介入 |
| Teachers’Professional Decision：making Behind Young Children’s Play:Whether and How to Intervene |
| 投稿时间：2021-10-15 修订日期：2021-12-22 |
| DOI：10. 11995/j. issn. 2095-770X. 2022. 02. 005 |
| 中文关键词: 幼儿游戏 教师专业决策 提升路径 |
| 英文关键词: young children’s play teachers’professional decision-making paths of improvement |
| 基金项目:2020 年度贵州省教育科学规划重点课题（2020A052） |
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| 中文摘要: |
| 基于美国引导游戏理论和欧美新兴的游戏本位学习理论，深度思考教师在放手游戏中的“为”与“不为”、“如何为之”这一
现实问题。教师对幼儿游戏的“为”与“不为”在本质上都是教师的专业决策，游戏背后的教师专业决策包括信念、知识、判断、
支持、反思五个构成要素，以及基于充分、细致观察的价值判断，基于丰富、系统知识的专业支持和基于反思、调整的学习发展
的闭环过程。为保障幼儿教师专业决策能力的提升，可通过明确多重角色、丰富四类知识、遵循两条路向等路径获得发展。 |
| 英文摘要: |
| Based on the American guided play theory and the emerging play-based learning theory in Europe and America，this paper
deeply considers the realistic problems of“doing”and“not doing”of teachers in letting go of the play，and the“how to do it”. Teach⁃
ers’“doing”and“not doing”in children’s play are essentially teachers’professional decisions，and the decisions behind play in⁃
clude five components of belief，knowledge，judgment，support and reflection，as well as value judgments based on adequate and
careful observation，professional support based on rich and systematic knowledge，and a closed-loop process of learning development
based on reflection and adjustment. In view of this，in order to ensure the improvement of preschool teachers’professional decisionmaking
ability，the development can be achieved through clarifying multiple roles，enriching four types of knowledge，and following
two paths. |
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