全球教育展望

"游戏本位学习"是将游戏作为儿童学习途径、载体的一种学习理念和方式,其提出源于对皮亚杰游戏理论的反思,"学业水平焦虑"向学前教育的传导以及对维果斯基游戏理论的应用和修正。"游戏本位学习"的机制在于:游戏通过对儿童基本需要的满足能够激发并保持儿童参与活动的动机,游戏中蕴含的丰富元素能为儿童提供整合且有意义的学习内容,儿童通过在游戏中的自主活动和与他人的社会互动进行经验的建构与拓展。未来应以连续性、辩证性思维重新审视儿童经验与成人经验、儿童自主与教师指导的关系,在幼儿园课程改革中深入理解游戏本位学习的机理矛盾,注重教师游戏指导能力的转型提升,理顺游戏与其它活动之间的关系,增强游戏变革实践中的文化自觉。

Play-based Learning is a learning idea and pattern that views the play as a way of children learning. It derives from the reflection of Piaget's play theory,the transmission of "academic level anxiety"to early childhood education,and the application and modification of Vygotsky 's play theory. The mechanism of play-based learning is: play can arouse and maintain the children 's motivation to engage in the activities by meeting the basic need of children; abundant elements in the play can provide the children with integrated and meaning content for learning; the children can construct and extend experience by free activities and social interaction in the play. In the future,the relationship between children experience and adult experience,as well as the relationship between children autonomy and teacher guidance,should be reviewed via a kind of continuous and dialectical way of thinking. Furthermore,in the reform process of curriculum in kindergarten,we should understand the mechanism and contradiction of play-based learning deeply,emphasis the change and improvement of teacher's play-guidance abilities,disentangle the relationship between the play and non-play activities,and strengthen cultural consciousness in practice.