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区域活动作为一种强调教育环境,注重幼儿教育主体,侧重开放教育的活动,在幼儿园被广泛地开展,成为幼儿园实施课程和落实教学目标的重要途径。然而在区域活动开展得轰轰烈烈的当下,诸如区域设置刻板、材料投放随意、跟进指导滞后等问题仍然存在,而这些问题的产生往往与教师在教育教学实践中不具有儿童立场有关。《3～6岁儿童学习与发展指南》凸显了幼儿为本的核心理念,召唤着教师以儿童立场去看待幼儿的学习与发展,用儿童立场努力打开区域活动组织过程中一个个症结,积极为幼儿创设更符合其成长的环境,给予其更适宜的引领。
As an emphasis on education environment, emphasis on early childhood education, focusing on open education, regional activities are widely carried out in kindergartens and become an important way for kindergartens to implement the curriculum and implement the teaching objectives. However, at the moment when the regional activities are flourishing, there are still some problems such as the rigid setting of regional settings, the arbitrary distribution of materials, and the lagging guidance of follow-up. These problems are often related to teachers’ lack of children’s position in education and teaching practice. The Guidelines for Learning and Development of Children 3 to 6 Years Highlight the Kindergarten-centered Core Concept, Call Teachers for Children’s Perspectives on Children’s Learning and Development, Use Children’s Positions to Strive to Unplug the Crux of the Regional Activities and Organizations Children create more in line with its growth environment, giving it a more suitable lead.