幼儿游戏背后的教师专业决策：是否与如何介入

基于美国引导游戏理论和欧美新兴的游戏本位学习理论,深度思考教师在放手游戏中的"为"与"不为"、"如何为之"这一现实问题。教师对幼儿游戏的"为"与"不为"在本质上都是教师的专业决策,游戏背后的教师专业决策包括信念、知识、判断、支持、反思五个构成要素,以及基于充分、细致观察的价值判断,基于丰富、系统知识的专业支持和基于反思、调整的学习发展的闭环过程。为保障幼儿教师专业决策能力的提升,可通过明确多重角色、丰富四类知识、遵循两条路向等路径获得发展。     

The Maximum Throughput on a Golf Course

We develop stochastic models to help manage the pace of play on a conventional 18‐hole golf course. These models are for group play on each of the standard hole types: par‐3, par‐4, and par‐5. These models include the realistic feature that k−2 groups can be playing at the same time on a par‐k hole, but with precedence constraints. We also consider par‐3 holes with a “wave‐up” rule, which allows two groups to be playing simultaneously. We mathematically determine the maximum possible throughput on each hole under natural conditions. To do so, we analyze the associated fully loaded holes, in which new groups are always available to start when the opportunity arises. We characterize the stationary interval between the times successive groups clear the green on a fully loaded hole, showing how it depends on the stage playing times. The structure of that stationary interval evidently can be exploited to help manage the pace of play. The mean of that stationary interval is the reciprocal of the capacity. The bottleneck holes are the holes with the least capacity. The bottleneck capacity is then the capacity of the golf course as a whole.     

The contribution of mother-father-child interactions to children's emotion narratives

Parents' sensitivity during interactions with their children has been associated with children's emotion narratives elicited using story completion tasks, but almost all of this research focused on mothers and was based on a dyadic, parent-child focus. The goal of the present study was to expand this research by studying triadic, mother-father-child interactions and their associations with children's narratives. Seventy-one families with their 4.5-year-old children were observed in the Lausanne Trilogue Play (LTP) procedure to assess Family Cooperation, and children were administered the MacArthur Story-Stem Battery (MSSB) to assess Coherence, Parental Representations, and Engagement with the task. Regression analyses indicated that controlling for children's Narrative Competence and Effortful Control, children who were part of more cooperative family interactions produced narratives that were more coherent, and they were more engaged during the task. No associations were found with children's representations of parents. Directions for future studies as well as clinical implications are discussed.     

以游戏为中心的幼儿园课程：“课程游戏化”与“游戏

"“课程游戏化”与“游戏课程化”作为当前学前教育深化发展与幼儿园课程改革推进的代表性理论主张，二者同源、异构， 同趣、共建，是幼儿园课程与游戏有机融合、构建以游戏为中心的幼儿园课程的有益尝试与大胆探索。展望未来，可尝试从推 进幼儿园教育教学的三重重心转向、优化幼儿园课程体系的三度生长空间、搭建幼儿园内生发展的三维教研体系，切实推进构 建以游戏为中心的幼儿园课程与教育生活的实践进程。"