家长教育焦虑对幼儿园游戏化教学的干预及 应对策略研究

A Study on the Intervention and Response Strategies for Parental Educational Anxiety in Kindergarten Gamified Teaching

摘要: 本文围绕家长教育焦虑对幼儿园游戏化教学的影响展开，分析其干预机制及应对策略。随着教育竞争的加剧，家长教育焦虑日益凸显，尤其是在学前教育阶段，这种焦虑情绪可能对幼儿园教学方式产生直接或间接的干预，影响游戏化教学的实施效果。研究表明，家长的教育焦虑不仅会影响其对教育方式的接受度，还可能通过家庭互动传递给孩子，影响其学习兴趣和心理发展。在幼儿园教育中，游戏化教学作为促进儿童全面发展的重要手段，强调通过游戏激发儿童的学习动机与创造力。然而，家长的焦虑情绪可能导致其对游戏化教学的价值认识不足，甚至对教学内容和形式提出不合理要求，从而影响教学效果。为此，本文旨在梳理相关研究成果，重点分析家长教育焦虑对幼儿园游戏化教学的干预方式及其应对策略，为构建科学合理的家园共育模式提供理论支持与实践指导。

Abstract: This paper explores the impact of parental educational anxiety on gamified teaching in kindergartens, analyzing its intervention mechanisms and coping strategies. As educational competition intensifies, parental anxiety has become increasingly prominent, particularly during the preschool stage. Such anxiety may directly or indirectly influence kindergarten teaching methods, thereby affecting the effectiveness of gamified instruction. Research indicates that parents’ educational anxiety not only affects their acceptance of teaching approaches but may also be transmitted to children through family interactions, influencing their learning interest and psychological development. In kindergarten education, gamified teaching serves as a vital approach to promoting children’s holistic development by stimulating motivation and creativity through play. However, parents’ anxiety may lead to an inadequate understanding of the value of gamified teaching, or even result in unreasonable demands regarding teaching content and format, thus undermining instructional outcomes. Therefore, this paper aims to review relevant research findings, focusing on how parental educational anxiety intervenes in gamified teaching practices in kindergartens and proposing effective response strategies, providing theoretical support and practical guidance for establishing a scientifically sound and rational home-school collaboration model.