儿童户外游戏审美体验与教师游戏支持研究

Haekyoung Kim, Eunjoo Jung, Jiwon Park
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引用次数: 0

摘要

研究目的 分析幼儿在户外游戏中的审美体验,探讨教师促进幼儿审美体验的游戏支持措施,并探索幼儿审美体验的变化。方法 以 4 名幼儿教师和每班 54 名幼儿为对象,进行了为期 6 周共 30 次的观察,以了解幼儿在户外游戏中的审美体验。收集到的数据包括现场记录、录音、游戏日志、日志、访谈和照片,经过定性研究分析阶段,得出审美体验的主题和概念。此外,还分析了游戏流程中出现的教师对增强审美体验的支持。结果 首先,儿童在户外游戏中的审美体验发生了变化,包括智力方面的审美体验、情感方面的审美体验和实践方面的审美体验。其次,教师的游戏支持能增强儿童在户外游戏中的审美体验,包括在户外游戏中使用课堂媒体的媒体支持、以新方式使用空间和道具的环境支持以及促进思维创造创造性游戏的帮助。研究发现,意外支持和心理支持有助于人们感受到一种体贴和共存感。结论 在以幼儿为主导的户外游戏中,幼儿的审美体验表现在各个方面,幼儿的游戏也因教师的审美支持而得到拓展和深化。这表明,教师通过密切观察和适当支持来提升幼儿的审美体验,可以促成幼儿的主动改变,本研究可以成为在以幼儿为中心的日常游戏中发展审美的适当范例。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Research on children's aesthetic experiences in outdoor play and teachers' play support
Objectives The purpose of this study is to analyze children's aesthetic experiences in outdoor play, explore teachers' play support measures to promote them, and explore changes in children's aesthetic experiences. Methods Child-directed play in outdoor were observed through 30 observations over a total of 6 weeks targeting 4 early childhood teachers and 54 children in each class. The collected data, including field records, recordings, play logs, journals, interviews, and photos, went through a qualitative research analysis stage to derive themes and concepts of aesthetic experience. In addition, the teachers' support for enhancing the aesthetic experience that appeared in the play flow was analyzed. Results First, changes in children's aesthetic experiences during outdoor play occurred in terms of aesthetic experience from an intellectual aspect, an aesthetic experience from an emotional aspect, and a practical aspect. Second, teachers' play support shown to enhance children's aesthetic experience in outdoor play includes media support to use classroom media in outdoor play, environmental support to use space and props in new ways, and help to promote thinking to create creative play. It was found to be accident support and psychological support that helps people feel a sense of consideration and coexistence. Conclusions In child-led outdoor play, children's aesthetic experiences appeared in various aspects, and children's play was expanded and deepened according to the teachers' aesthetic support. This suggests that a teacher's close observation and appropriate support to enhance children's aesthetic experience can lead to active change, and this study can be an appropriate example for the development of aesthetics in everyday child-centered play.
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