初探“表征”——走进幼儿世界

三

教师“一对一倾听”的方法与策略

1.“不会画”中体验“一对一倾听”

Experience “one-to-one listening” in “No Painting”

对于小班幼儿的“一对一倾听”，常见的问题是“不会画”。这是他们初次踏入新环境的一个挑战。为了解决这个问题，我们可以采取一些针对性的策略：

For the “one-on-one listening” of the small class children, the common problem is “cannot draw”. This is a challenge for them to step into a new environment for the first time. In order to solve this problem, we can adopt some targeted strategies:

（1）技能技巧渗透式倾听 

Skill Infiltration Listening

对于绘画能力弱、拿笔困难的幼儿，进行一对一指导，示范握笔姿势和绘画技巧。同时，在日常活动当中，引导幼儿做画点、连线的游戏，提高幼儿绘画技巧。例如：个别孩子的绘画能力相对较弱，乐于谈论自己感兴趣的话题。在教师指导过后，孩子的表征记录有了明显的变化，从一开始只能用单根彩色线条来表示物体的基本形态，到后来能够画出游戏内容和场景的基本特征。虽然语言比较稚嫩，但已经能够表达出简单的短句。

For children with weak drawing ability and difficulty in holding a pen, one-on-one instruction is provided to demonstrate pen holding posture and painting skills. At the same time during daily activities, guide children to draw points and connect games to improve children’s painting skills. For example, individual children’s painting ability is relatively weak and they are happy to talk about topics they are interested in. After the teacher’s guidance, the child’s representation record has significantly changed, from the beginning can only use a single-color line to represent the basic form of the object and later can draw the basic characteristics of the game content and scene. Although the language is relatively immature but already can express simple short sentences.

（2）多样方式体验式倾听 

 Experiential listening in various ways

越来越多的幼儿尝试用绘画记录自己的游戏，出现了多种有趣的表征方式。例如：孩子用积木拓印来记录自己的房子，但后来不再依赖这种方法，而是直接在建筑区搭建积木时进行描述，并且还会滔滔不绝讲述着和谁一起玩、搭建了什么、是什么形状等内容。

More and more children try to record their games by drawing and a variety of interesting representation methods will emerge for example, a child records his or her house with building blocks but then the child no longer relies on this method but directly describes the building blocks in the construction area and will talk about who to play with, what to build, what shape, and so on.

2、案例追踪中感悟“一对一倾听”

Perception of “one-on-one listening” in case tracking

案例背景：12月初，中班的植物角在老师和小朋友的布置下变成了冬日里最亮丽的一处角落。班级的浩浩小朋友带来了一只小乌龟，并安置在了植物角，吸引起了大家的注意。第二天早上这只乌龟不见了，孩子们针对这个问题展开了讨论。

Case background: In early December, the plant corner of the middle class became the most beautiful corner in winter under the arrangement of teachers and children. The Haohao children of the class brought a small turtle and placed it in the corner of the plant attracting everyone’s attention. When the turtle disappeared the next morning, the children discussed the problem.

倾听猜想记录一：

Listen to guess record 1

会不会爬到楼下了？不会的，楼梯那么高，它会滚下去的。会不会爬到柜子里了？会不会去其他班级了？大家带着疑问，多处寻找无果，决定把乌龟有可能逃跑的地方画下来，同时，教师将他们的猜测根据表述记录下来。

Will he go downstairs? No, the stairs are so high, I will roll down. Could he have crawled into the locker? Did he go to another class? With questions and many fruitless searches, the students decided to draw down the places where the tortoise might escape. Meanwhile, the teacher recorded their guesses according to the expressions.

猜想记录二：

Guess record 2

第二天，幼儿在老师的协助下，终于找到了那只乌龟，并放回原处，为了防止乌龟逃跑，幼儿商议用盖子盖起来，盖子上再加一块石头。如果乌龟再次逃跑怎么办？为此，幼儿又一次将乌龟可能逃跑的路线图画了下来，教师通过谈话方式，记录了幼儿表述的线索。

The next day, with the help of the teacher, the child finally found the turtle and put it back in its place, in order to prevent the turtle from escaping, the child discussed to cover it with a lid and add a stone to the lid. What if the turtle escapes again? To this end, the child once again drew a picture of the turtle’s possible escape route and the teacher recorded the clues expressed by the child through the way of conversation.

分析 | Analysis：

教师以案例追踪的方式，呈现“一对一倾听”。幼儿多次寻找，全程主动参与。一次次的绘画表征记录，反映了他们的探究过程。教师顺应幼儿的兴趣，提供有效支持，捕捉游戏中的生长点，使得活动得以延续。

Teachers present “one-on-one listening” in the way of case tracking. Children search many times and actively participate in the whole process. The record of painting representation again and again reflects their exploration process. Teachers adapt to children’s interests, provide effective support, capture the growth point in the game and make the activity continue.

3、阅读记录中成就“一对一倾听”

Achieve “one-on-one listening” in reading records

儿童的阅读体验是一个“感知”——想象——理解——产生情感”的过程，幼儿通过对阅读材料的观察和探究获取信息，进而加工处理并以不同的形式呈现出来，比如：语言描述、涂画表征、戏剧表演等。孩子的一次次阅读、一次次绘画表征、一次次讲述、一次次记录和一次次的分享，都是孩子表达的成就。基于一对一倾听后的发展体现在多方面，例如：阅读能够丰富幼儿的认知，记录能够提升幼儿的思维能力，讲述能够促进幼儿语言发展，分享能够促进幼儿语言交往。

Children’s reading experience is a process of “perception”, “imagination”, “understanding” and “emotion”. Children acquire information through observation and exploration of reading materials, and then process and present it in different forms, such as language description, painting representation, drama performance, etc. Children’s reading, painting, telling, recording and sharing again and again are the achievements of children’s expression. The development after one-on-one listening is reflected in many aspects, such as reading can enrich children’s cognition, recording can improve children’s thinking ability, telling can promote children’s language development, sharing can promote children’s language communication.

How to carry out one-on-one listening?

“善于观察、充分解读，捕捉兴趣点”

“Be observant, fully interpret, and capture points of interest”

我们的教育需要做循证教育，而一对一倾听记录是评价儿童和促进儿童发展最有力的研究证据。自主游戏中，我们要为孩子提供适宜的主题，关注幼儿兴趣，有兴趣的活动和有兴趣的话题，及时捕捉孩子的兴趣点，提供有效的技能支持。

Our education needs to do evidence-based education, and one-on-one listening records are the most powerful research evidence to evaluate children and promote their development. In independent games, we should provide suitable themes for children, pay attention to children’s interests, interesting activities and interesting topics, timely capture children’s interest points and provide effective skill support.

五

倾听与表达目标

目标1 | Goal 1：

认真倾听并能听懂常用语言。

Listen carefully and understand common languages.

教育建议 

Educational Recommendations

1. 多为幼儿提供倾听和交流的机会。如：经常和幼儿一起谈论他感兴趣的话题，或一起看图书、讲故事。

Provide more opportunities for young children to listen and communicate. For example, often talk with children about topics he is interested in or read books and tell stories together.

2. 引导幼儿学会倾听。如：成人要耐心倾听幼儿的讲话，等别人讲完再表达自己的观点。与幼儿交谈时，要用幼儿能听得懂的语言。对幼儿提要求和布置任务时要求他注意听，鼓励他主动发问。对幼儿讲话时，注意结合情境使用丰富的语言，以便于幼儿理解。

Guide children to learn to listen. For example: adults should patiently listen to the speech of children and then express their views after others have finished. When talking to young children, use a language they can understand. When outlining and assigning tasks to a child, ask him to pay attention and encourage him to ask questions. When speaking to children, pay attention to the use of rich language in combination with the situation so that children can understand.

3. 说话时注意语气、语调，让幼儿感受语气、语调的作用。如对幼儿的不合理要求以标胶坚定地语气表示不同意，讲故事时，尽量把故事人物高兴、悲伤的心情用不同的语气、语调表现出来。

Pay attention to the tone and intonation when speaking, so that children can feel the role of tone and intonation. If the unreasonable requirements of children are expressed in a firm tone of disapproval when telling the story, try to show the happy and sad mood of the story characters in different tones and intonations.

4. 根据幼儿的理解水平有意识的使用一些反应因果、假设、条件等关系的句子。

Consciously use sentences that reflect the relationship between cause and effect, hypothesis and condition according to children’s understanding level.

目标2 | Goal 2：

愿意讲话并能清楚地表达。

Be willing to speak and be able to communicate clearly.

教育建议

Educational Recommendations

1. 为幼儿创造说话的机会并体验语言交往的乐趣。

Create opportunities for young children to speak and experience the joys of language interaction.

2. 每天有足够的时间与幼儿交谈。如谈论他感兴趣的话题，询问和听取他对自己事情的意见等。

Have enough time each day to talk to young children such as talking about topics he is interested in, asking and listening to his opinions about his own affairs.

3. 尊重和接纳幼儿的说话方式，无论幼儿的表达水平如何。都应认真的倾听并给予积极的回应。

Respect and accept the way children speak regardless of their level of expression. Listen carefully and respond positively.

4. 鼓励和支持幼儿与同伴一起玩耍、交谈、相互讲述见闻、趣事或看过的图书、动画片等。

Encourage and support children to play with their peers, talk, tell each other what they have seen interesting or read books, cartoons, etc.

5. 引导幼儿清楚地表达。如：和幼儿讲话时，成人自身的语言要清楚、简洁。

Guide children to speak clearly. For example, when speaking to children, the adult’s own language should be clear and concise.

6. 当幼儿因为急于表达而说不清楚的时候，提醒孩子不要着急，慢慢说。同时要耐心倾听，给予必要的补充，帮助他理清思路并清晰地说出来。

When children cannot speak clearly because they are eager to express themselves, remind them not to worry and speak slowly. At the same time, listen patiently and provide necessary supplements to help him clarify his thoughts and speak clearly.