浅谈幼儿园环境教育的策略

论文总字数：8838字

摘 要

幼儿园环境教育是幼儿园教育的重要组成部分，对于儿童的发展有着重要意义，可以帮助儿童训练自己，促进儿童的自我发展。关注幼儿园环境教育是顺应了时代的潮流，当前我国幼儿园环境教育已经有了一定发展，但也存在着些问题。笔者主要从以下几个方面对幼儿园环境教育的策略进行探讨，首先是幼儿园环境的创设，其次是其与五大领域教育的整合，然后是幼儿园、家庭、社会共同合作，最后是环境教育的多元化。

关键词:幼儿园，环境教育，策略

Abstract: Education environment about kindergarten is an important part of kindergarten education. For children"s development, it has important significance, for example,it can help to train children by themselves, promote the development of children"s self. Focused on the kindergarten environment education is complied with the trend of the times, the current kindergarten environment education has had certain development in our country, but there are also some problems. The author mainly from the following several aspects to discusses the kindergarten environment education strategy, first of all is the kindergarten environment establishment, the second is integrating the five field of the education into this one, and then the kindergarten, family and society cooperation, the last is the diversity of environmental education.

Keywords: Kindergarten, Environmental education, Strategy

目 录

1 幼儿园环境教育的概述··········································3

1.1 概念·························································3

1.2 内容·························································3

1.3 重要性·······················································3

2 我国幼儿园环境教育的现状······································4

2.1 已取得的成就·················································4

2.2 存在的问题···················································4

3 幼儿园环境教育的策略··········································5

3.1 从幼儿园环境创设开始·········································6

3.2 幼儿园环境教育与五大领域教育的整合···························6

3.3 幼儿园、家庭、社会共同合作···································7

3.4 幼儿园环境教育多元化·········································8

结论 ··························································10

参考文献 ······················································11

1 幼儿园环境教育的概述

1.1 概念

环境教育是相对于传统的学科教育体系而提出来的一种教育体系。作为一种教育体系，主要是指利用各种环境要素以及诸要素之间内在的逻辑联系，根据一定的教育目标或教育要求，通过有效的组织而形成的一种使受教育者与环境相互作用的教育全过程。实施环境教育，不仅仅局限于教育环境的创设或改善，重要的是要把教育目标与特定的环境因素有机地结合起来，形成较为完善、相对稳定的内容体系与方法体系。^[[1]]

1.2 内容

幼儿园环境教育有它存在的教育价值。好的环境教育能够促进幼儿身心的健康发展。高度重视环境教育符合世界教育发展的趋势，同时也是时代和社会的要求。

幼儿园环境教育是使用幼儿周围的环境所供应的各种材料、信息、经验、机会、情景，根据幼儿本身的特质和个体发展的要求，选择幼儿容易投入的方法来构建教育内容系统和方法体系。

认知内容：以幼儿能看到的、听到的、摸得到的、感觉到的周围的环境要素如：水、土、空气、花和鸟等，以及幼儿周围现实存在或正在发生着的环境问题作为基本内容。要建立在幼儿的生活实践基础上。

技能内容：引导幼儿感知和体验周围的环境，在对环境的认识和活动的参与中，充分发展幼儿的感知能力、语言表达能力、社会交往和合作的能力、独立思考和解决问题的能力。使幼儿获得在环境中生存的技能，培养幼儿的生活能力。

情感内容：顺应、发展幼儿热爱自然的天性，启迪幼儿的环境意识，激发他们的责任感和紧迫感来保护环境，帮助他们初步形成正确的环境观。能从自己的情感和行为出发去关心他人、关心生命、关心自然，从而使幼儿的个性得到良好的发展，促进人格的完善。

1.3 重要性

重视幼儿园环境教育是相关文件的要求。在《幼儿园教育指导纲要》中提出“环境是重要的教育资源，应通过环境的创设和利用，有效地促进幼儿的发展。” ^[[2]]《幼儿园工作规程》中也明确指出“充分利用周围环境的有利条件，以积极运用感官为原则，灵活运用集体活动与个别活动的形式，为幼儿提供充分活动的机会。” ^[[3]]

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