瑞吉欧理念下幼儿园主题活动本土化实践探析——以《春天的菜园子》为案例

Exploring the Localized Practice of Kindergarten Thematic Activities under the Reggio Emilia Approach—A Case Study of The Spring Vegetable Garden

摘要: 瑞吉欧方案教学以其“儿童中心”、生成性和关系性理念，为我国幼儿园主题活动课程改革提供了重要借鉴。本研究以中班主题活动《春天的菜园子》为案例，在剖析瑞吉欧方案教学核心理念与实践阶段的基础上，系统分析该主题活动在主题生成、目标设计、内容组织、环境创设及儿童参与等方面的实施特点。研究发现，该活动在主题来源的生活化、多领域整合、环境支持及儿童多元表达等方面与瑞吉欧理念高度契合，但在目标层次性、课程生成弹性及过程性记录的深度运用上仍存改进空间。据此提出拓展师幼共建机制、构建螺旋式目标体系、增强课程生成力、深化合作学习共同体及强化Documentation的课程再生功能等优化策略，旨在为我国幼儿园主题活动的本土化实践与质量提升提供理论参照。

Abstract: The Reggio Emilia approach, with its child-centered, generative, and relational philosophy, offers significant insights for the reform of thematic activity curricula in Chinese kindergartens. Taking the middle-class thematic activity “The Spring Vegetable Garden” as a case study, this research systematically analyzes the characteristics of its implementation in terms of theme generation, objective design, content organization, environment creation, and children’s participation, based on an in-depth examination of the core concepts and practical phases of the Reggio Emilia project approach. The findings reveal that this activity aligns closely with Reggio principles in aspects such as the life-oriented origin of the theme, interdisciplinary integration, environmental support, and children’s multiple modes of expression. However, areas for improvement remain in terms of hierarchical objective setting, curricular flexibility, and the in-depth utilization of documentation. Accordingly, this paper proposes optimization strategies including expanding the teacher-child co-construction mechanism, constructing a spiral objective system, enhancing curricular generative capacity, deepening the cooperative learning community, and strengthening the curriculum-regenerative function of documentation, with the aim of providing theoretical references for the localization practice and quality enhancement of thematic activities in Chinese kindergartens.