幼儿教育中互动式教学运用策略研究

Study on the Application Strategies of Interactive Teaching in Early Childhood Education

摘要: 依据《3~6岁儿童学习与发展指南》和《幼儿园保育教育质量评估指南》要求，立足3~6岁幼儿直观形象思维、依托直接经验学习、热衷游戏交往的发展特点，以大班海洋项目活动为核心研究载体，围绕海洋主题下的项目式学习互动模式展开案例探究。研究了园本海洋主题传统活动存在的互动浅层化、合作缺失、探究驱动力不足等现实问题，以社会建构主义、支架式教学为理论工具设计针对性干预方案，完整追踪8周项目实施全过程，依托课堂观察、教师反思日记、幼儿作品、量化行为数据验证实践成效。从内容设计、目标定位、教师互动技艺、师幼情感联结四维度提炼适配海洋项目式学习的互动教学实施策略，搭建集体项目探究、区域延伸、户外实践三位一体实施路径，为特色幼儿园依托主题项目优化多元互动、提升幼儿探究能力与合作交往素养提供可落地的实践参照。

Abstract: Based on the requirements of the Guidelines for Learning and Development of Children Aged 3~6 and the Guidelines for Quality Assessment of Kindergarten Care and Education, and grounded in the developmental characteristics of 3~6-year-olds—such as intuitive imagery thinking, learning through direct experience, and enthusiasm for game-based social interaction—the study centers on marine-themed project activities in senior classes as the core research vehicle. It explores case studies of project-based learning interaction models under the marine theme. The research identifies practical issues in traditional marine-themed activities in kindergartens, such as superficial interaction, a lack of collaboration, and insufficient inquiry motivation. Using social constructivism and scaffolding theory as theoretical tools, targeted intervention strategies were designed. A full eight-week project implementation process was tracked, with classroom observations, teacher reflection journals, children’s works, and quantitative behavioral data used to validate practical outcomes. Four dimensions such as content design, goal alignment, teacher interaction techniques, and emotional connections between teachers and children which were refined to extract interaction strategies suitable for marine project-based learning. A tripartite implementation pathway was established, encompassing collective project exploration, area extension, and outdoor practice. This provides a practical reference for kindergartens to optimize diverse interactions and enhance children’s inquiry skills and collaborative social competencies through themed projects.