关于幼儿园班级心理环境创设的几点思考

论文总字数：9392字

摘 要

随着物质环境的极大丰富，班级心理环境创设也逐渐步入人们的视野。然而，由于我国幼儿教育水平的限制以及幼儿教师专业素养的不足，很多幼儿教师在班级心理环境创设的认识和实施过程中还存在着很大偏差。本文主要针对幼儿教师在班级心理环境创设过程中存在的问题进行分析，通过幼儿园政策的支持和引导、促进幼儿教师专业知识的提高、树立正确的儿童观和形成良好同伴关系等策略，希望有助于幼儿教师更好的进行班级心理环境的创设，营造安全的班级心理环境，以促进幼儿身心的健康发展和人格品质的养成。

关键词：幼儿园，班级心理环境创设，现状，原因，策略

Abstract: With the great wealth of the physical environment, the class is also creating psychological environment gradually into people"s vision. However, due to limitations and lack of professionalism of our kindergarten teachers in early childhood education levels, many preschool teachers understand and implement in the classroom psychological environment created by the process, there are still large deviations. This paper analyzed for preschool teachers in the classroom psychological environment problems in the process of creating, supporting and guiding the kindergarten through policies, promote the improvement of early childhood teachers" professional knowledge, to establish a correct outlook on children and form a good companion relations strategy, would help preschool teachers were better at creating psychological environment of the class, and create a safe classroom psychological environment to promote the healthy development of children and personality traits to develop physical and mental.

Keywords: Kindergarten，Class Status psychological environment creating，strategic，reasons

目 录

1 前言························································4

2 班级心理环境的内涵··········································4

3 安全的班级心理环境的重要性··································4

4 班级心理环境创设的现状及原因分析····························5

4.1 教师对班级心理环境创设存在认识偏差······················· 5

4.2 教师在班级心理环境创设中的能力缺失························5

4.3 班级心理环境创设问题的原因分析····························5

5 解决幼儿班级心理环境创设问题的策略··························5

5.1 幼儿园要支持和引导班级心理环境创设························5

5.1.1 幼儿园要支持幼儿教师进行班级心理环境创设·················6

5.1.2 幼儿园要引导幼儿教师进行班级心理环境创设················ 6

5.2 教师是班级心理环境创设的重要建构者························6

5.2.1 教师要不断丰富心理环境创设的专业知识和实践经验···········6

5.2.2 教师要提升自身的心理健康水平·····························7

5.2.3 教师要树立正确的教师观···································8

5.2.4 教师要建立友好的师幼关系·································8

5.2.5 教师要重视幼儿班级心理环境创设的重要性···················8

5.2.6 教师要重视幼儿的同伴关系·································9

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

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

1 前言

《幼儿园教育指导纲要（试行）》（以下简称《纲要》）中指出“创设一个自由、宽松的交往环境，建立良好的师生关系，让儿童在环境中感到温暖、心情愉快、形成安全感、信任感”。 ^[1]幼儿期是人们心理发展的关键期。安全的心理环境，对幼儿的人际关系、个性品质以及人格养成都有着潜移默化的作用。然而很多幼儿教师由于多方面的原因，在班级心理环境创设的过程中出现了很大的偏差，不仅将心理环境误解为物质环境的多元化，一味的改变和更新物质环境，甚至直接忽视心理环境的创设。这不仅是对财富、人力等物质资源的浪费，更会对幼儿造成一种不安全、不稳定的心理环境。因此，如何营造一个安全的班级心理环境，帮助幼儿形成健康的个性品质，成为我们面临的重要问题。

2 班级心理环境的内涵

幼儿园环境创设指教育者根据一定的教育目的、教育方针，遵循幼儿的身心发展规律和年龄特点，有目的有计划的挖掘和利用一切幼儿生活环境的各种因素，创设与幼儿生活环境相关的积极健康的互动情景，将外在的环境因素转化为内在的教育因素，以促进幼儿身心和谐健康发展的过程。心理环境是一种对人的心理发生影响的环境。它是以一种观念的形式表现出来的。在客观的环境作用下，通过主体对环境的内化、整合，在一定的时间和空间表现出来，从而影响主体的心理。因此，幼儿园班级心理环境创设是幼儿教师通过对客观环境的理解、内化和整合，对幼儿及自己产生的一种外在的实际影响，以完善幼儿的心理健康发展，最大限度的激发其学习的兴趣，刺激其潜能的开发。

3 安全的班级心理环境的重要性

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