問(wèn)題一(yī)：本次參觀活動給你(nǐ)最大(dà)←"∞∞的(de)啓發是(shì)什(shén)麽？

Question 1: what is the biggest in'β∞spiration for this visit?

肖珊珊：參觀“豐台一(y¶ε→∏ī)幼”，感受到(dào)環境處處有(yǒu)教育，每一(yīε↕∞ )處環境創設都(dōu)能(néng)體(tǐ)現(xi☆≈≠àn)教育目标與價值，不(bù)僅僅是(shì)擺©←♠>設；真正體(tǐ)現(xiàn)了(le)環境就(jiù)是(sh'≈<™ì)第三任教師(shī)；參觀“育英幼兒(ér)園”給÷ε✘∏我感受最大(dà)的(de)就(jiù)是(s£☆®Ωhì)孩子(zǐ)真正成為(wèi)活動的(de)主人(‌"✔©rén)，讓孩子(zǐ)更好(hǎo)地(dì)去(qù)實踐和(hé)探 ™σ索。打破年(nián)齡、班級界限，擴大(dà)幼兒(ér)之間(jiān) ¶γ的(de)接觸與交往，使孩子(zǐ)在活動中相(xiàng≥'Ω↕)互影(yǐng)響，共同進步。

曾潔：參觀園所給我感觸最深的(de)是(shì)在活動中如(rú)何₽∑充分(fēn)體(tǐ)現(xiàn)孩子ᙀ↔(zǐ)的(de)自(zì)主性。豐一(yī)幼§γ從(cóng)環境中處處可(kě)見(jiàn)幼兒(ér)的(♦→de)痕迹，如(rú)戶外(wài)環境中很(hěn)多Ω☆≥‌(duō)是(shì)孩子(zǐ)和(hé)家(jiā)長(chá÷¥∏ng)利用(yòng)廢舊(jiù)材料共同制(zhì♦α)作(zuò)的(de)吊飾，戶外(wài)器(qì)材等，樓道(dào)的(♦×≥de)環境能(néng)夠看(kàn)出過程性的(de)軌迹及遞進性（從≥&≈‍(cóng)冬天到(dào)春天的(de)過程）<♦。從(cóng)幼兒(ér)發展的(de)角度：幼兒(ér)開(kāi)∞÷₽心、自(zì)信大(dà)膽，主動和(hé)成人(rén)交流，在小(&∞™★xiǎo)導遊活動中充分(fēn)的(de)體(tǐ)現(xiàn£≥)。

Xiao Shanshan: I can feel ed≈§ucation is related to their↕×π environment everywhere in FengΩ±​tai First Kindergarte₩÷≈n. Every environment creation can refl∑∑☆"ect the educational goals a€→¶nd values, not only the decorat÷∞ion, which shows the real embodi≥✔→•ment of the environment is the third te↓Ωachers; The most impressive ∑‌feeling for visiting π Yuying Kindergarten is that the chil©"↔dren really become the owner of♦  the activities, which make↓♦ ₹s the children devote themselves bett©®≥er to practice and explore. Break th♣δe age and class boundaries, expand the≤♣π§ contact and interaction ★ε$between children, so that children ca∏$♣n interact with each other in their♥→​ activities and make β↕↔ progress together.

Zeng Jie: What I fe♣≥↑¥el most deeply in kind"§ "ergarten visiting garγ ✘den is how to fully reflect th>λ§e autonomy of children in activitie¥¥s. The environment creation i✔‌ ®s just made by the children t• hemselves in Fengtai First Kindergar ™±£ten, such as the outdoor environment i±★≥n which many children and parents u↑$se waste materials to ma↑¶ke ornaments, outdooγ•‍Ωr equipment, and so on. δ✘The environment of thδ‌∞e corridor can see the proce‍‌ss track and progressiveness (fr §εom winter to spring). From tα↑ ♦he perspective of chφ•§ ildren's developm♣​ ent: children are happy, γ¥confident and bold, and ac≠β  tively communicate with adults,  >γλπwhich is fully reflected in small tour ÷¶←φguides.

問(wèn)題二：解決了(le)你(nǐ)哪些(x∏¶‌¥iē)困惑？

Question two: What kinds o₽™f puzzles are solved?₽§>

高(gāo)岩：在家(jiā)長(chá&π™φng)工(gōng)作(zuò)方面不(bù)僅限于情感安撫，需要(y£×©ào)給予更多(duō)有(yǒu)效的(de)方法，更好(hǎo)的(d®∏×e)開(kāi)展家(jiā)園互動。

Gao Yan: Not only limited to emot∞ ional appeasing in the wor✔↔←k related to parents, but need to give→α₹ more effective ways to better±♠α carry out home interaction.

王珊珊：每個(gè)班級一(yī)個(gè)主題足夠滿足孩子(zǐ)的₽♥§λ(de)需要(yào)。因為(wèi)主題是(shì)從(cóng)孩子↔σ(zǐ)中間(jiān)來(lái)的(de)。在主題的(de)篩選過程中充↕α≥€分(fēn)尊重孩子(zǐ)的(de)意願和(hé)選擇，孩子✘≠§™(zǐ)的(de)自(zì)主，自(zì)信是(shì)有(•σ↔'yǒu)一(yī)個(gè)長(cháng)時(shí)間('¶jiān)的(de)鋪墊而形成的(de)。

Wang Shanshan: Each class ha¶↕∏s a theme enough to m∏→&eet the needs of children, because π☆it comes from children. In the process  &←"of theme screening, we fσ ≤πully respect the wishes anεαd choices of children. Childε♠"‍ren's autonomy and self&ε¥-confidence are formed for a long tim™δ✔e.

張宏偉：園所展示窗(chuāng)體(tǐ)現(xiàn)幼兒(é € ÷r)主體(tǐ)、家(jiā)園互動，內(♠←♠¶nèi)容非常豐富；宣傳片裡(lǐ)有(yǒu)生(shēng)活、探₽σ☆←索、發現(xiàn)，看(kàn)到(d✔✔ào)了(le)孩子(zǐ)的(de)發展；環境創設中充分(fēn)∑♦σ考慮到(dào)孩子(zǐ)的(de)互動性，起到(dào)環境育人•α(rén)的(de)作(zuò)用(yòng)；領導要(y±±×ào)起到(dào)精神引領的(de)作(zuò)用(yòn¶‍↔g)，如(rú)何使用(yòng)策略解決問(wè↕±n)題，增強教師(shī)團隊的(de)凝聚力。

Zhang Hongwei: the e☆'xhibition window shows the mainγ↑≈ body and the interaδε​↓ction of the home, and the ε✘≠content is very rich; the prop‌♥‍aganda film contains life, expγ∑→loration, discovery, and children&r>©squo;s development; the environmentλ ∑• creation fully takes into conside♠±ration the children's int←★↑‌eraction, which plays the role of the λ♠♣environment educating people; The lea♣π>'der should really sh✘ ow the leadership about how to use str↕≈Ω←ategy to solve the proαδblem and strengthen The cohesi✔≈≠on of a teacher's team.

問(wèn)題三：結合本園工(gōng)作α₽(zuò)談談園所繼續在哪些(xiē)方面進行(™✔xíng)提升？如(rú)何提升？

Question three: what aspects will co≥®βntinue to be promoted in combination wi•≥th our garden work? H₩λ↕πow to improve?

王麗(lì)莉：通(tōng)過環×≠境創設的(de)培訓及豐台一(yī)幼的(de)觀摩，讓我體(tǐ)會(h$®≥uì)很(hěn)深，工(gōng)坊的(de)作(zuò)品不(bù)是(•σα→shì)整齊劃一(yī)的(de)，應該富有(yǒu)個(gèλε↓)性化(huà)，這(zhè)需要(yào)通(tōng)過教研幫>∞£助老(lǎo)師(shī)調整自(zì)己的(de)觀念。豐台一(₩<™‌yī)幼有(yǒu)自(zì)己的(de)“小(x​¶★↕iǎo)螞蟻”文(wén)化(huà)，我₹™們也(yě)需要(yào)将園所文(wén)化(huà)π•✔作(zuò)為(wèi)課題列入計(jì)劃，不(bù×₹ε♦)斷研討(tǎo)和(hé)探索找到(dào)自(zì)己的(de)文(wé≠≠n)化(huà)特色和(hé)定位。環境創設® ≈☆方面需要(yào)先轉變理(lǐ)念，再借←•‍鑒他(tā)人(rén)經驗，最終調整為(wèi)以幼兒(érβ✔ )為(wèi)主體(tǐ)的(de)環境。

Wang Lili: The training <  of the environment creatin€™♠g and the observation Fengtai Fi$↓γrst Kindergarten made me think a loδπ‍♦t. The works of the workshop are not €•uniform and individualiz←λed. It is necessary to he≤≥₹≥lp teachers adjust their ideas t÷☆hrough teaching and research. Ω₹♥The kindergarten has its own‌≤ "small ant" culture✔♥"♣. We also need to make the kinde‌★φrgarten culture as a✘∞σ project, and continue tσ♠o study and explore it∞ s own cultural characteristics and p↑™ositioning. First the concept✘™ of environment creation needs to be c"<₽hanged, then we can borrow lessons ∏δ<from others' experienc→★e, and finally adjust $∞δ$to the environment with ₩± children as the main body.

王姗姗：我園的(de)戶外(wài)$≠<"場(chǎng)地(dì)非常大(dà)™✘φ≤，先天條件(jiàn)很(hěn)好(hǎo)，我們也(↕ •yě)充分(fēn)利用(yòng)了(le ∑☆§)這(zhè)些(xiē)場(chǎng)地(dì)，給孩子(zǐ)創設了♠≠∏★(le)豐富并有(yǒu)挑戰的(de)戶外(wài)遊戲區→π(qū)。但(dàn)是(shì)我們是(shì)以班級為(wèi)↔​​單位來(lái)進行(xíng)遊戲的($★de)，通(tōng)過觀摩育英幼兒(ér)園，我在思考我們的(de)★λ戶外(wài)遊戲是(shì)否也(yě)可(→♦kě)以更加聯動，打破班級限制(zhì)，讓孩↔♥子(zǐ)的(de)選擇更加多(duō)樣化↑₽(huà),發展更加全面。

Wang Shanshan: th±π∏e outdoor field of our kindergarten β↓is very large and it’s a big a♥☆dvantage for us. We ha☆↔§ve made full use of these sites and c<λ ♣reated a rich and challenging outdoor λ♠φgame area for the children. But >φ∏we take the class as a unit to play th✘® ×e game. After the observation of ≈÷Yuying kindergarten, I am thinki​ ng whether our outdoor ×"games can also be more linkage. By↑‌₹ breaking the class restricti <​✘ons, we can make the♥™€ children's choice >∞♣×more diversified and deve‍β¥★lop more comprehensiveδε ly.

黃(huáng)清爽：看(kàn)到(dào♣→€)了(le)各個(gè)區(qū)域的(de)材料投放(♥±fàng)的(de)多(duō)樣性，看(kàn)到(d≈"ào)了(le)園所文(wén)化(huà)在環境中的(de)體☆&₽&(tǐ)現(xiàn)，看(kàn)到(dào)了(le)孩子(zǐ)們對‌¶(duì)園所文(wén)化(huà)的(de)傳承，深入理(lǐ↔®)解了(le)環境教育對(duì)孩子(zǐ)成長(cháng)的(de)重要±≤(yào)性；育英幼兒(ér)園活動的(de"↔β₹)材料很(hěn)豐富多(duō)樣，并且收納整齊，場(chǎ↑$♥ng)地(dì)分(fēn)配合理(lǐελ↓γ)，保證了(le)每個(gè)年(niá∑€n)齡段孩子(zǐ)的(de)需求，這(zhè)是(shì)老(lǎo​<)師(shī)們用(yòng)心的(de)結果。←↔孩子(zǐ)們在活動中井然有(yǒu)序，和(héΩ♦)老(lǎo)師(shī)們一(yī)起擺放(fàng)器(qì)械，并且還↕&(hái)會(huì)主動幫助年(nián)紀較小(xiǎo)的(de)小(x≥×iǎo)朋(péng)友(yǒu)，讓我感受到(dào)全園的(de)氛圍非常∏®‍和(hé)諧，孩子(zǐ)們的(de)規則意識也(y &₹♣ě)非常的(de)強。這(zhè)些(xiē)都(dōu)是(shì)需要(•€≈πyào)我們學習(xí)，并改進的(de)地(dì)方。

Huang Qingshuang: I saw t♣δhe diversity of materials ™<in each area, the embodiment of the ki®↓εφndergarten culture via environme€₹nt, the children's inheritanceγ♠ about the kindergarten&rsq↔☆‌uo;s culture. And I understood the impγδortance of environmenta‌αl education for the growth o "≥f the children. The activities martials£  of Yuying kindergarte←™‍ns are diverse and well arranged, ♣ε↓★which ensure the needs of the ∑©₽δchildren of every age p ♠★×eriod. This is the result of  →the teachers' thou §ghtful work. The children are•​$ in an orderly manner. The↓₩y put the instruments together with t±∞₩•eachers, and help the younger chil§↑λπdren actively, which makes ​ me feel the atmosphere of the whole g♦'arden is very harmonio→∑≤₽us and the children's awareness of $ε®the rules is very strong. These≈$§ are the points where we need'♣≈↕ to learn and improve.

本次實地(dì)研討(tǎo)活動，給予參會(h§₩★uì)老(lǎo)師(shī)思想上(sh¶ ∑àng)的(de)沖擊和(hé)行(xíng)動上•Ω(shàng)的(de)支持，我們秉承宋 ¶→₹先生(shēng)的(de)教育理(lǐ)念“把​Ω最寶貴的(de)東(dōng)西(xī)給予兒(ér)童”，對β♥(duì)于孩子(zǐ)來(lái)說(s∏×huō)到(dào)底什(shén)麽是(shì)最寶貴的(de)東(¶¶‍∞dōng)西(xī)？我們有(yǒu)寬闊的(de)場(chǎn€♠g)地(dì)，投放(fàng)的(de)材料是(sh •♥↑ì)否能(néng)真正滿足孩子(zǐ)的(de)需要(yào)？如(rúγ€)何定位園所文(wén)化(huà)，如(¶ ©rú)何将它變為(wèi)孩子(zǐ)感興趣、便于λ€×理(lǐ)解的(de)內(nèi)容？我們要♦σ(yào)在工(gōng)作(zuò)中不(bù)斷反α✔思和(hé)總結，用(yòng)《指南(nán)》的(de)精神指導≤£>實踐。“尊重幼兒(ér)的(de)權利，尊重幼兒(‍→↕§ér)學習(xí)和(hé)發展的(de)♣‍規律，提供符合幼兒(ér)學習(xí)與發展的( ε♣de)條件(jiàn)，确保他(tā)們在&Ω☆✘一(yī)個(gè)溫暖的(de)、安全的(de)、富有(yǒu)激勵性♥₽的(de)環境裡(lǐ)，以自(zì)己喜歡的(de)方式投入學習(xí☆&₩')，愉快(kuài)地(dì)遊戲，主動地(dì)探索，快(kuài)樂≥∑¥π(yuè)地(dì)成長(cháng)”。

The visiting and learning this ti ¥¶me have given an ideological impact aק≠δnd support to our teacher. Following↓↓±¶ the education concept of Ms. Soong$ ✔ "giving the most preci©∞ous things to children&q↕↕ uot;, what is the most valuable €§thing for the children? ∞↔‌ Did the materials we delivered have sat • αisfy children’s needs ​₹while we own wide place? How to loca≈×♦ te the culture of the←↕ kindergarten and how to t÷‍§≥urn it into a content that ×δ←children are interest©  ed in and easy to under✘Ωλ stand? We should constantly ₩☆do self-examination and summarizing§♦→‌ about our work accor✔  ding to the “guide”.  ↔€"Respecting the rights of young ≈εα¥children, respecting the ruλ>le of children's δ★©learning and development, ✘ providing conditions for children&#₹×™39;s learning and developmδ ent, ensure that the ♣ ≤y are in a warm, safe, and inspiring ★≥↕environment to study in the way↔¥♣ they like, to play happily, t‌αλΩo actively explore aσ✘nd grow up happily".