云南开放大学学报

幼儿自主游戏是促进幼儿全面发展的核心载体,而教师的有效介入是提升游戏质量的关键。本研究深入A市优质示范幼儿园教育一线,基于事件取样策略,采集了大班自主游戏活动的16份典型观察样本,运用行为事件分析法(BEA)与数理统计分析技术,对教师介入行为进行了实证研究。结果发现,当前教师介入行为呈现出高频介入常态化与观察行为非连续性的特征;在介入时机上,外显行为回应取向明显,而对内隐发展需求的捕捉相对滞后;介入意图以认知与社会性目标为优先,情感性介入呈现弱化趋势;在介入方式与角色上,干预手段相对单一,教育者权威角色占据主导,而游戏者角色缺失明显。基于此,本研究提出构建三级观察体系、捕捉发展临界点以实施教育性介入、完善情感介入机制以及重构师幼互动关系等策略,以期优化教师介入行为,促进幼儿自主性的深度发展。

Children's autonomous play serves as a core vehicle for promoting comprehensive child development, wherein effective teacher intervention is critical to enhancing the quality of play. This study was conducted at the educational frontline of high-quality demonstration kindergartens in City A. Sixteen typical observation samples of autonomous play activities in senior kindergarten classes were collected based on an event sampling strategy. An empirical investigation into teacher intervention behaviors is conducted by utilizing Behavioral Event Analysis(BEA) and mathematical statistical analysis techniques.The results indicate that current teacher intervention behaviors are characterized by the normalization of high-frequency interventions and the discontinuity of observation behaviors. Regarding the timing of intervention, there is a distinct orientation toward responding to explicit behaviors, whereas the identification of implicit developmental needs lags relatively behind. In terms of intervention intention, cognitive and social objectives are prioritized, while emotional intervention demonstrates a weakening trend.Concerning intervention methods and roles, the intervention strategies are relatively singular, and the authoritative role of the educator predominates, while partner-style interaction remains marginal. Based on these findings, the strategies such as constructing a "three-level observation system," capturing critical developmental points to implement educational interventions, perfecting the emotional intervention mechanism, and reconstructing the teacher-child interaction relationship are proposed, aiming to optimize teacher intervention behaviors and facilitate the in-depth development of children's autonomy.