基于儿童立场的思考——游戏是教师“成为”和倾听儿童的窗口
Thinking from Children’s Standpoint—Game Is a Window for Teachers to “Become” and Listen to Children

目前，学前教育实践中存在的最大问题是儿童立场的缺失。一方面，部分教师对于自身违背儿童立场的行为处于“不自知”的状态；另一方面，受制于外部因素，教师无法彻底践行儿童本位的儿童观。因此，如何在坚守儿童立场的同时倾听儿童，促进儿童的全面发展成为研究者需要着重考虑的问题。本文基于以往的理论经验，立足儿童视角，提出教师在实践中新的角色定位：儿童游戏的欣赏者、参与者以及代言者，即“成为”儿童，以帮助教师更好地倾听儿童。
At present, the biggest problem in preschool education practice is the lack of children’s standpoint. On the one hand, some teachers are in a state of “ignorance” about their own behavior against children’s standpoint; on the other hand, due to external factors, teachers can’t completely practice the child-oriented view of children. Therefore, how to listen to children and promote their all-round development while sticking to their standpoint has become an important issue for researchers. Based on previous theoretical experience and children’s perspective, this paper puts forward a new role orientation of teachers in practice: appreciator, participant and spokesperson of children’s game, that is, “becoming” children to help teachers listen to children better.