International Open Access Journal Platform

幼儿教师室外自主游戏实施能力的培养路径——以北京市C幼儿园为例

Training Paths for Preschool Teachers’ Ability to Implement Child-initiated Play — A Case Study of Kindergarten C in Beijing

李哲¹, 李洁², 崔杨柳³

Education Study / 2026,8(5): 515-520 / 2026-05-28 23 13

View Download PDF

• Information:

  1．北京青年政治学院，北京；
  2．北京工业大学耿丹学院，北京；
  3．北京克丽斯幼儿园，北京

• Keywords:
  Outdoor child-initiated play; Preschool teacher training path; Practical research
  室外自主游戏; 幼师培养路径; 实践研究
• Abstract: Outdoor child-initiated play in kindergartens is of great value to children’s all-round development. Scholars at home and abroad have achieved considerable research outcomes in this field. However, in practical play activities, some teachers hold biased understandings and implement outdoor self‑directed play improperly, resulting in problems such as monotonous play materials and inappropriate teacher observation and guidance, which impair the quality and effectiveness of outdoor play. Then, this research aims to help teachers improve their implementation capacity for outdoor child-initiated play. This study takes Kindergarten C in Beijing as its research subject, selecting 24 in-service teachers across the kindergarten. They are divided into four groups by teaching experience: 1-3 years (6 teachers), 4-6 years (6 teachers), 7-9 years (6 teachers), and over 10 years (6 teachers). A questionnaire is adopted to investigate teachers’ current level of implementing outdoor self‑directed play. Based on the survey data, a training program is designed. An eight‑week post‑test using the same questionnaire is then conducted. By comparing pre‑test and post‑test data, this study identifies differentiated improvement paths and common strategies for teachers with varying teaching experience, and ultimately proposes approaches to enhance teachers’ implementation capacity for outdoor self‑directed play, so as to provide references for other kindergartens. 幼儿园室外自主游戏对幼儿身心的全面发展具有重要价值，国内外学者在室外自主游戏的研究已经取得了不少成果。但在游戏实践中，一些教师对室外自主游戏的理解和实施存在偏差，出现游戏材料单一、教师观察和引导不当等问题，影响了室外自主游戏的质量和效果。基于此，如何帮助教师提升室外自主游戏的实施水平成为研究重点。本研究以北京市C幼儿园为研究案例，选取全园在职教师24名，按教龄划分为1～3年（6名）、4～6年（6名）、7～9年（6名）、10年以上（6名）4组。通过问卷进行室外自主游戏实施水平调查，依据调查数据设计培训方案，8周后再通过同一问卷进行后测，将前后测数据进行对比，明确不同教龄教师能力提升的差异化路径与共性策略，最终得出教师室外自主游戏实施能力提升路径的方法，为同类幼儿园相关工作提供参考。
• DOI: 10.35534/es.0805092 (registering DOI)
• Cite: 李哲，李洁，崔杨柳．幼儿教师室外自主游戏实施能力的培养路径——以北京市C幼儿园为例［J］．教育研讨，2026，8（5）：515-520．