| 摘要: |
| 依托Zimmerman自我调节理论，结合幼儿的认知发展特点与实际需求，构建涵盖计划-行动-反馈三个阶段的自我调节模型。在计划阶段，重点通过兴趣激发与活动理解，减轻幼儿的认知负担，提高参与积极性。行动阶段则聚焦于动作适应与专注观察，帮助幼儿在实践中增强行为控制力，提升注意力集中水平。反馈阶段强调自我发现与自我调整，引导幼儿在活动中培养自我认知与反思能力。该模型为幼儿体育活动的设计与实施提供了清晰的实践路径，不仅重视幼儿的个性化发展，也关注其自我调节能力的全面提升，可为学前教育实践提供理论基础和指导策略。 |
| 关键词: 自我调节能力 体育活动 学前教育 行为控制 情绪管理 |
| DOI： |
| 投稿时间：2024-10-03 |
| 基金项目: |
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| Theoretical Implications, Model Construction, and Implementation Pathways of Early Children’s Physical Activities from the Perspective of Self-Regulation |
| WANG Yingjie |
| (Shijiazhuang Preschool Teacher’s College,Shijiazhuang 050000 , China) |
| Abstract: |
| Based on Zimmerman’s self-regulation theory, combined with children’s cognitive development characteristics and actual needs, a self-regulation model covering three stages of planning-action-feedback is constructed. In the planning stage, the focus is to reduce the cognitive burden of children and improve the enthusiasm of participation through interest stimulation and activity understanding. The action stage focuses on action adaptation and focused observation to help children enhance their behavioral control and improve their concentration level in practice. The feedback stage emphasizes self-discovery and self-adjustment, and guides children to cultivate self-cognition and reflection ability in activities. The model provides a clear practical path for the design and implementation of children’s sports activities. It not only pays attention to the individualized development of children, but also pays attention to the overall improvement of their self-regulation ability, which can provide theoretical basis and guiding strategies for preschool education practice. |
| Key words: self-regulation skills physical activities early childhood education behavioral control emotional management |
