《幼儿园工作规程》指出:“幼儿园的教育活动应是有目的、有计划引导幼儿生动、活泼、主动活动的,多种形式的教育过程。”对此,我个人的理解是:一方面,《规程》以上表述使作为概念的“幼儿园的教育活动”具有了确定的内涵和规定性,具有了特质和实质;另一方面,也使作为一种实践的幼儿园教育活动具有了内涵和指针,具有了标准和范型。《规程》中用“应是”强调了对幼儿园教育活动实践这一法规性要求的严肃性和指向性。鉴于这一理解以及当前幼教工作者对幼儿园教育活动从理论和实践上把握的现状,笔者谈几点认识。一、活动与幼儿园的教育活动 Kindergarten Rules of Practice states: “Kindergarten education activities should be purposeful and planned to guide children’s vivid, lively and active activities in various forms of education.” My personal understanding is that on the one hand “ Regulations ”above make the concept of“ kindergarten education activities ”has a definite connotation and regulation, with the characteristics and substance; the other hand, it also makes a practice of kindergarten education has a connotation and pointer, with The standard and model. The “rules” with “should be” stressed the seriousness and direction of the regulatory requirements for the practice of kindergarten education activities. In view of this understanding as well as the current kindergarten education preschool education activities from the theoretical and practical grasp of the status quo, I talk about some knowledge. First, activities and kindergarten education activities