小班幼儿区域活动中教师指导的困境与优化路径

Dilemmas and Optimization Pathways of Teacher Guidance in Regional Activities for Junior Kindergarten Children

摘要: 本研究采用半结构化访谈与非参与式观察，对河南省A、B两所幼儿园小班教师在区域活动中的指导行为展开调查。结果发现，教师指导理念存在认知偏差；指导行为失当，包括指导时机把握不当、隐性指导薄弱、评价反思形式化；专业能力不足，表现为观察浮于表面、反思被动浅层等问题。原因涉及教师专业素养局限与幼儿园支持体系缺位。据此提出两条优化路径，教师层面应深化专业认知、提升实践能力；幼儿园层面需推进材料科学投放、实施空间动态调整及完善制度支持。研究旨在为教师提升区域活动质量提供理论参照与实践指南，以促进小班幼儿在区域活动中的有效学习与社会性发展。

Abstract: This study employed semi-structured interviews and non-participant observation to investigate the guidance behaviors of junior kindergarten teachers during regional activities in two kindergartens (A and B) in Henan Province. The findings revealed several dilemmas: cognitive biases in teachers’ guidance beliefs; inappropriate guidance behaviors, including poor timing of intervention, weak implicit guidance, and formalized evaluation and reflection; and insufficient professional competence, manifested as superficial observation and passive, shallow reflection. These issues stem from limitations in teachers’ professional literacy and the absence of adequate support systems within kindergartens. Accordingly, two optimization pathways are proposed: At the teacher level, deepening professional understanding and enhancing practical skills; at the kindergarten level, promoting scientifically-based material provision, implementing dynamic spatial adjustments, and improving institutional support. This study aims to provide both theoretical reference and practical guidelines for teachers to improve the quality of regional activities, thereby facilitating effective learning and social development of junior kindergarten children.