摘要
学前儿童经验表征是儿童将内化经验通过语言、行动与作品等方式予以外化的关键过程,构成从其生活经验迈向学科思维的重要桥梁。当前教育实践面临表征意图模糊、符号工具匮乏与经验碎片化等困境。为破解困局,本研究通过系统梳理相关理论并解析学前儿童经验表征内涵,建构由实体概念、关系概念、程序概念与情感社会概念四类组成的“经验表征大概念”框架。基于该框架,进一步提出构建包含浸润性经验场、多元化符号桥梁、协商性互动空间及发展性评价观在内的教师支持系统,为理解与支持儿童经验表征提供系统的概念工具与实践参照。
Experiential representation in preschool children is a key process through which children externalize internalized experiences via language,actions,and creative works,serving as a vital bridge from life experiences to disciplinary thinking.Currently,educational practice encounters dilemmas such as ambiguous representational intent,a scarcity of symbolic tools,and the fragmentation of experiences.To address these issues,this study systematically reviews relevant theories and analyzes the essence of preschool children's experience representation,constructing a"big concept of experience representation"framework composed of four categories:entity concepts,relational concepts,procedural concepts,and emotionalsocial concepts.Based on this framework,a teacher support system is further proposed,including immersive experience fields,diversified symbolic bridges,interactive negotiation spaces,and developmental evaluation perspectives,providing systematic conceptual tools and practical references for understanding and supporting children's experience representation.
作者
高悦
冉婷
GAO Yue;RAN Ting(School of Education,Central China Normal University,Wuhan 430079,China;School of Educational Science,Qiannan Normal University for Nationalities,Duyun 558000,China;Fenghuang Kindergarten,Duyun 558000,China)
出处
《陕西学前师范学院学报》
2026年第1期31-41,共11页
Journal of Shaanxi Xueqian Normal University
基金
贵州省教育科学规划项目(2024B048)
贵州省黔南布依族苗族自治州揭榜挂帅教科研项目(2024A079)。
关键词
学前儿童经验表征
实践困境
支持路径
preschool children's experiential representation
practical dilemma
support pathway
