建构游戏促进幼儿心理韧性的现实困境与路径重构

The Realistic Dilemmas and Path Reconstruction of Construction Play in Promoting Young Children’s Psychological Resilience

摘要: 心理韧性是个体面对压力与挫折时的“反弹能力”，幼儿期是其形成的关键阶段。建构游戏以目标可视化、过程可逆、失败高频但可修复的结构特征，成为培养幼儿心理韧性的天然场域。建构游戏促进心理韧性的内在机制：“倒塌”事件引导幼儿将挫折归因于任务而非自我，实现认知重构；“重建”行为为幼儿提供高频次的掌握性经验，积累“我能恢复”的效能信念；“作品”的即时反馈使坚持的结果可视化，强化“坚持有用”的内在动机。当前，幼儿园实践中存在三重偏差：目标上重“搭建技能”、轻“韧性品质”，介入上重“直接帮助”、轻“过程支持”，评价上重“结果好坏”、轻“坚持过程”，致使建构游戏的心理韧性培养价值被系统性忽视。基于此，提出三条优化路径：环境上创设“允许倒塌”的建构生态，互动上在“倒塌时刻”进行过程性对话，评价上关注“搭了几次”而非“搭成了什么”，以期为幼儿园建构游戏促进幼儿心理韧性提供理论依据与实践参考。

Abstract: Psychological resilience refers to an individual’s “bouncing back” capacity in the face of stress and setbacks, and early childhood is a critical period for its formation. With its structural features of visualizable goals, reversible processes, and frequent yet repairable failures, construction play constitutes a natural field for cultivating young children’s psychological resilience. The intrinsic mechanisms through which construction play promotes psychological resilience are as follows: “collapse” events guide children to attribute setbacks to the task rather than to themselves, thereby achieving cognitive restructuring; “rebuilding” behaviors provide children with high-frequency mastery experiences, accumulating the efficacy belief that “I can recover”; and the immediate feedback from “works” makes the results of perseverance visible, reinforcing the intrinsic motivation that “perseverance works”. However, three deviations exist in current kindergarten practice: in terms of goals, an overemphasis on “construction skills” at the expense of “resilience qualities”; in terms of intervention, an overemphasis on “direct help” at the expense of “process support”; and in terms of evaluation, an overemphasis on “outcomes” at the expense of “the process of perseverance”—all of which have led to the systematic neglect of construction play’s value in cultivating psychological resilience. On this basis, three optimization pathways are proposed: creating a construction ecology that “allows collapse” in the environment, engaging in process-oriented dialogue at the “moment of collapse” in interaction, and focusing on “how many times one has built” rather than “what one has built” in evaluation—with the aim of providing theoretical foundations and practical references for kindergartens to promote young children’s psychological resilience through construction play.