問(wèn)題一(yī)：本次參觀活動給你(nǐ)最大(dà)的(de)啓發是(shì)什(s₩$σΩhén)麽？

Question 1: what is the bigge'< st inspiration for this visit?

肖珊珊：參觀“豐台一₽αγ(yī)幼”，感受到(dào)環境處處有(yǒu)教育，每一(yī)處環境創&γ設都(dōu)能(néng)體(tǐ)現(xiàn)教育目标與價值，不(bù) ₩$僅僅是(shì)擺設；真正體(tǐ)現(xiàn)了(le)環境就(jiù)是(shì)第三任教師★←★$(shī)；參觀“育英幼兒(÷→∞÷ér)園”給我感受最大(dà)的(de)就(jiù)是(shì)孩子(∏♦™zǐ)真正成為(wèi)活動的(de)主人(rén)，讓孩子(zǐ)更好σσα(hǎo)地(dì)去(qù)實踐和(hé)探索。打破年(☆←nián)齡、班級界限，擴大(dà)幼兒(ér)之間(jiān)¶ ☆的(de)接觸與交往，使孩子(zǐ)在活動中相≥​£(xiàng)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λ§​'(zǐ)的(de)自(zì)主性。豐一(yī)幼從(cóng)環境δ≤☆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(duō)是(shì)孩子(zǐ)和(hé)家(jiā)長(ch‌★←↓áng)利用(yòng)廢舊(jiù)材料共同制(z±> £hì)作(zuò)的(de)吊飾，戶外(wài)器(↓±←qì)材等，樓道(dào)的(de)環境能(néng)夠看(kàπ≥<n)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₹φ>♥、自(zì)信大(dà)膽，主動和(hé)成人(rén)交流，在小(xiǎo)導遊λσ♥λ活動中充分(fēn)的(de)體(tǐ)現(xiàn)。

Xiao Shanshan: I can feel education β is related to their environment everywhere in  ​Fengtai First Kindergarten. Every environment §§✔creation can reflect the educationβ<al goals and values, not only the decorati→ ≠αon, which shows the r§₹eal embodiment of the environment iΩ←→↑s the third teachers; ÷‌The most impressive feeling for v✘λ§isiting Yuying Kindergarten is that the child α¶ren really become the owner of the"ε" activities, which ma‍•kes the children devote themsel&γ↕ves better to practice and explore. Brea<✘≤k the age and class boundaries, exp¥↓₽∏and the contact and intσ©eraction between children, so that chilσ≈dren can interact with each other in their activi★↓'≥ties and make progress together.

Zeng Jie: What I feel most de♣©↑±eply in kindergarten visiting garden is how to ©∏fully reflect the autonomy of children in acα•₹tivities. The environmen↓ ♣&t creation is just made by the∞¶ children themselves in Fengtai First Kindergδπλarten, such as the outdoor environment in which¥♠"♣ many children and parents use ε§ waste materials to make ornaments, outdoor eq≈σ∏®uipment, and so on. The envirβ♠♦onment of the corridor can see the process tra∏®→ck and progressiveness (from winλ♠¶₩ter to spring). From the pers✔‍ε™pective of children's develo₩✔"δpment: children are happ↕β∏y, confident and bold, and actively commun§'icate with adults,  which is fully refle'ε£♣cted in small tour guides.

問(wèn)題二：解決了(le)你(nǐ)哪些(xiē)困惑？

Question two: What kinds of puzzles are solved?

高(gāo)岩：在家(jiā)長(cháng×±)工(gōng)作(zuò)方面不(bù)僅限于情感安撫，需要(yào)給予更多(duō$¥ •)有(yǒu)效的(de)方法，更好(hǎo)的(de)開(kāi)展家(jiā)園互動。

Gao Yan: Not only limited to emoσφtional appeasing in the work rel♠↕€ated to parents, but <$×δneed to give more effective ways to better ₩•©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(deΩββ )需要(yào)。因為(wèi)主題是(shì)從(cóng)孩子(zǐ)中間(jiān)‍₩♥♥來(lái)的(de)。在主題的(de)篩選過λ 程中充分(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(yǒu)一(yī)個(gè)長(cháng)時(shí)間(ji&™♥ān)的(de)鋪墊而形成的(de)。

Wang Shanshan: Each ♠<'¶class has a theme enough to meet the needs ♥®of children, because it comes from child'☆ren. In the process oε> f theme screening, we fu∞∑×αlly respect the wishes and choices of ch×♠₩ildren. Children's autonomy and self- ε→confidence are formed for a long t♣✘♣ime.

張宏偉：園所展示窗(chuāng)體(tǐ)現(xiàn)幼兒(σ​ér)主體(tǐ)、家(jiā)園互動，內(nèi£​)容非常豐富；宣傳片裡(lǐ)有(yǒu)生(shēng♥♠σ®)活、探索、發現(xiàn)，看(kàn)到(dào)了(le)孩子(zǐ≠$)的(de)發展；環境創設中充分(fēn)考慮到(dào)孩子(€‌∑zǐ)的(de)互動性，起到(dào)環境育人(rén)的(de"$)作(zuò)用(yòng)；領導要(yào)起到(dà σ¶o)精神引領的(de)作(zuò)用(yòng)，如₩‌δ(rú)何使用(yòng)策略解決問(wèn)題，£§ 增強教師(shī)團隊的(de)凝聚力。

Zhang Hongwei: the exhibition window ↑₽↓<shows the main body and the↓≠$• interaction of the home, a₽§®&nd the content is very'Ωπβ rich; the propaganda fil‌≠‌λm contains life, expl§→φoration, discovery, and children’s↓↓‍ development; the environment•↔ creation fully takes into consideration the ch§←€ildren's interact¥"≠ion, which plays the role of the envi☆★ ♠ronment educating people; The leader shou↕✔×πld really show the leΩδ↔adership about how to use strategπ₩Ωy to solve the problem and strengthen Thπβe cohesion of a teacher's team.

問(wèn)題三：結合本園工(gōng)作(zu£↕ò)談談園所繼續在哪些(xiē)方面進行(xíng)提升？如(rú>♣γ)何提升？

Question three: what aspects wil∞≥≥‌l continue to be promoted ₽≤in combination with our garden work? How t£♣♦o improve?

王麗(lì)莉：通(tōng)過環境 λ©≈創設的(de)培訓及豐台一(yī)幼的(de)觀摩，讓我體(t→±ǐ)會(huì)很(hěn)深，工(gōng)坊的(de)作(zuò)¥₹←★品不(bù)是(shì)整齊劃一(yī)>↓的(de)，應該富有(yǒu)個(gè)性化(huà)€₹☆α，這(zhè)需要(yào)通(tōng)過教研幫助老(l♥∑ǎo)師(shī)調整自(zì)己的(de)觀念。豐台一(yī)幼有(yǒu)自(zì)己的↕•∑(de)“小(xiǎo)螞蟻”文(♠÷☆€wén)化(huà)，我們也(yě)需要(yào)将園所文(wén)化(®π×εhuà)作(zuò)為(wèi)課題列入φ∑ ☆計(jì)劃，不(bù)斷研討(tǎo)和(hé)探索找到( ₩dào)自(zì)己的(de)文(wén)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(ér)為(wèi)主體(tǐ)的(d™"e)環境。

Wang Lili: The traiα♠ning of the environment cr÷☆‌eating and the observati&↑on Fengtai First Kindergarten made¶¥★ me think a lot. The works of the workshop are n"γot uniform and indiv✘∑αidualized. It is necessary to h →αelp teachers adjust their ideas thrλ&$ough teaching and research.  ₩The kindergarten has its own "•✘>★;small ant" culture. We also need&≠₹• to make the kindergarten culture as a project, a₩€ nd continue to study ✘®€and explore its own cu±≈>ltural characteristics and positioning. φ"βFirst the concept of environment creation ∏φφ→needs to be changed, then we can borrow lesso©↓∏γns from others' experi≤&₩ence, and finally adjust to the environm ∞ent with children as the main §λbody.

王姗姗：我園的(de)戶外(wài)場(chǎng)地(dΩ★₹ì)非常大(dà)，先天條件(jiàn)很(hě↔±$n)好(hǎo)，我們也(yě)充分(f≠∑ ēn)利用(yòng)了(le)這(zhè)些(xiē)場(chǎng)地(dì)，給孩子(zǐ)÷γ£$創設了(le)豐富并有(yǒu)挑戰的(de)戶外(wài)遊戲區(qū)。但(dàn)是(<‌↓βshì)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)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: the ou<∑∞tdoor field of our kindergarten is very larg±€∑e and it’s a big advantage for →β×←us. We have made full use of these ★∞sites and created a rich and chall₽☆enging outdoor game area  $"for the children. But we take the class asδ<×÷ a unit to play the game←φ∞>. After the observation of Yuying kind∏β♥∞ergarten, I am thinking whether our α>"‌outdoor games can also be more li★™®nkage. By breaking the class re↑©£∑strictions, we can make the children's π•​‍choice more diversified and develop more com ¥≈✔prehensively.

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(dào£β)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(z ★☆♣ǐ)們對(duì)園所文(wén)化(huà)的(deσ★)傳承，深入理(lǐ)解了(le)環境教育對(d‍α✘uì)孩子(zǐ)成長(cháng)的(de)重♠♠≠≠要(yào)性；育英幼兒(ér)園活動的(de)材料很( ✔♥δhěn)豐富多(duō)樣，并且收納整齊<¥ ©，場(chǎng)地(dì)分(fēn)配合理(lǐ)，保證了(le)每個(gè™↕)年(nián)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(hé)老(lǎo)師(shī)們一(yī)起擺放(fà∏©γng)器(qì)械，并且還(hái)會(huì)主動幫助年(nián)紀較小(xiǎo<♠)的(de)小(xiǎo)朋(péng)友(yǒu)±λ，讓我感受到(dào)全園的(de)氛圍非常和(hé)諧，孩子(zǐ)們‌∏×δ的(de)規則意識也(yě)非常的(de)強。這(zhè)些(xi≤₩✔ē)都(dōu)是(shì)需要(yào)我們學習(xí)，←¶并改進的(de)地(dì)方。

Huang Qingshuang: I saw the diver≥‌sity of materials in eac↑≈→≈h area, the embodiment of the ‍≈¥kindergarten culture via envir γ®₩onment, the children's inheritance aboutβ® the kindergarten’s cult βure. And I understood the importance of en•Ωφvironmental education for the β§growth of the children. The activities ‌λ♣♠martials of Yuying kindergartens &"≤ are diverse and well arranged, which e✔"nsure the needs of the children of every age♠π ε period. This is the result of the teachers&λ✔>#39; thoughtful work. Thק​↑e children are in an orderly manner.&σ← They put the instruments together with teach‌$ers, and help the young¶ ©₽er children actively, which m<∞™★akes me feel the atmosphere of the whole garden ★✔&©is very harmonious and the children's aware♦πness of the rules is very strong. These are t✔©÷✔he points where we need to ♣αlearn and improve.

本次實地(dì)研討(tǎo)活動，給予參會(huì)老(lǎo)師(​∏ε↑shī)思想上(shàng)的(de)沖擊和(hé)行(xíng)動上(shàng)的(d₽←e)支持，我們秉承宋先生(shēng)的(de←α®♠)教育理(lǐ)念“把最寶貴的(de)東(dōng)西(xī)€<€‌給予兒(ér)童”，對(duì)于€♦♣孩子(zǐ)來(lái)說(shuō)到(dào)底什(shén)φ∏±麽是(shì)最寶貴的(de)東(dōng)西(xī)？我們有 '(yǒu)寬闊的(de)場(chǎng)地(dì)，投放(fàng)的(de€‍₽)材料是(shì)否能(néng)真正滿足孩子(zǐ)的(de)需要(yào)？如(rú)何定位​↔§園所文(wén)化(huà)，如(rú)何将它變為(wèi)孩子(zδ$← ǐ)感興趣、便于理(lǐ)解的(de)內(nèi)容？我們要(∞£αyào)在工(gōng)作(zuò)中不(bù)斷反思和(hé)總結，用(yòng)《指南(nε↔án)》的(de)精神指導實踐。“尊重幼兒(ér)的∏&α(de)權利，尊重幼兒(ér)學習(xí)和(hé)發展的(≠>$de)規律，提供符合幼兒(ér)學習(xí)與發展"→£的(de)條件(jiàn)，确保他(tā)們在一(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(d≤Ω£βì)遊戲，主動地(dì)探索，快(kuài)樂(←♦≠yuè)地(dì)成長(cháng)”。

The visiting and learniπ♣‍βng this time have giπ$✔ven an ideological impactφ ' and support to our teacher.γ ¥ Following the education concept of Ms.±&↑ Soong "giving the most precious th&✔÷ings to children", what is the mo®→β₩st valuable thing for the children? ♣ λ∏Did the materials we delivered have satis€₩fy children’s needs while we ©‍®own wide place? How to loca×→te the culture of the kinderg♣↑>arten and how to turn it into a ☆Ω content that children are int ≈↕erested in and easy to understand? We shoε<∑uld constantly do sel₩↕ §f-examination and summ∏££↓arizing about our work according to the₩< “guide”.  "Res☆σpecting the rights of young chi✔λ&ldren, respecting the&₽ rule of children's learning and≠ ✘ development, providing conditions f♣​₽or children's learning and development, en≈€sure that they are in a warm, safe↓↕ ©, and inspiring environment to study in€Ω the way they like, to pl₩>ay happily, to actively explore and gr¶Ω'≈ow up happily".