概念性游戲世界：推動游戲與兒童學(xué)習(xí)結(jié)合的新途徑

摘要： 游戲是一種重要的教學(xué)實踐方法,世界上許多國家的政府都希望本國的幼兒園可以使用游戲來支持兒童的快樂式學(xué)習(xí)。"概念性游戲世界"教學(xué)模式建立在對"概念性游戲世界"的基礎(chǔ)研究之上,包括以下五個基本步驟:首先,教師應(yīng)基于對兒童發(fā)展水平與興趣的了解選擇一個兒童喜歡的故事,引導(dǎo)兒童與故事中的人物建立情感鏈接,同時故事應(yīng)包含有助于引領(lǐng)兒童進(jìn)入問題情境的情節(jié);其次,教師應(yīng)在兒童熟悉故事內(nèi)容之后設(shè)計一個能夠反映故事情節(jié)的想象空間,讓兒童有機(jī)會在其中表達(dá)自己的理解,并使可能涉及的概念對兒童更有意義;再次,教師應(yīng)通過標(biāo)明進(jìn)入和退出空間的方式支持兒童不斷探訪這一想象空間,并在共享想象情境的基礎(chǔ)上選擇自己想要扮演的角色,教師也要一直擔(dān)當(dāng)其中的故事人物;接下來,教師應(yīng)考慮和計劃在此想象的游戲世界中包含哪些富有戲劇性的問題情境,為解決這些問題情境兒童會用到哪些已有知識,通過角色扮演和解決問題的過程兒童可以學(xué)到哪些新的概念;最后,教師應(yīng)計劃和安排互動的過程以推動兒童的概念學(xué)習(xí),為此教師應(yīng)把他們的伙伴關(guān)系視為互動過程,在想象的問題情境中為彼此設(shè)置不同的角色,如一位教師以平等的身份和兒童共同探索,另一位教師則為解決游戲中的問題提供建議或示范,為兒童創(chuàng)造最近發(fā)展區(qū)。在此概念性游戲世界中,概念學(xué)習(xí)總是為兒童游戲服務(wù)的,而充滿戲劇性和情緒張力的想象游戲又會促進(jìn)兒童概念思維能力與創(chuàng)造性的發(fā)展。
Play is an important pedagogical practice that many governments around the world are interested to see used in kindergartens to support children's joyful learning. Terms such as,"eduplay"in Hong Kong,"purposeful play"in Singapore,and"intentional teaching"in play-based programs in Australia are introduced to help early childhood teachers bring together play and learning. This paper contributes to this practice landscape by presenting the five characteristics of a model of play and teaching termed Conceptual Playworlds. This practice model is based on foundational research that has shown how Conceptual Playworlds when implemented,can develop children's imagination and creativity during the process of learning concepts. It is argued that developing children's imagination in play helps their abstract thinking in learning. This paper is an invitation to teachers and researchers in China who are interested to work collaboratively with scholars in the region to test out this model of practice for China.