摘    要: “学习故事”是源于新西兰的一种新的评价体系，这种新的评价方式可以改变教师旧的评价理念和方式，可以帮助教师树立正确的儿童观，是一种认识和解读儿童的有效方法，对教师和幼儿发展有着十分重要的意义。

本研究主要采用问卷调查法，对滨江区运用学习故事的幼儿教师进行关于运用“学习故事”的问卷调查。研究结果表明滨江区幼儿教师运用学习故事水平有了很大的提高，撰写前有一定的计划性但动机不高：撰写中注意环节和识别环节把握到位，但回应环节有待加强;撰写后幼儿和家长参与度高，反馈较好。教师对学习故事理论知识的把握，教龄，运用时长，幼儿园撰写环境及环境情况都是影响幼儿园教师有效运用学习故事的因素。针对以上情况，笔者提出教师要加强自身理论研究，树立一种欣赏的评价，努力提升专业知识能力以提高识别能力。幼儿园要加强深度的有关学习故事的培训，为教师提供良好的撰写环境和充分的撰写时间，调动教师参与“学习故事”评价的积极性。

The “learning story” is a new evaluation system based on New Zealand. This new evaluation method can change teachers’ old evaluation concepts and methods. It can help teachers establish a correct view of children and is an effective way to understand and interpret children. The method has a very important significance for the development of teachers and young children.

In this study, a questionnaire survey was used to investigate the use of “learning stories” by 85 preschool teachers who used learning stories in Binjiang District.The research results show that the level of using learning stories of kindergarten teachers in Binjiang District has been greatly improved. There are certain plans before writing but the motivation is not high: the attention and recognition links in the writing are in place, but the response should be strengthened; High parental involvement and good feedback. The teacher's grasp of the theoretical knowledge of the story, the age of the teacher, the length of the application period, the kindergarten writing environment, and the environment are all factors that affect the kindergarten teacher's effective use of the story. In view of the above situation, the author proposes that teachers should strengthen their own theoretical research, establish an appreciative evaluation, and strive to enhance their professional knowledge to improve their recognition capabilities. Kindergartens should strengthen in-depth training on relevant learning stories, provide teachers with a good writing environment and adequate time for writing, and mobilize the enthusiasm of teachers to participate in the “learning stories” evaluation.

关键词：学习故事； 运用现状； 幼儿教师；

Keyword: Learning stories； actuality of application；Preschool teacher.

目    录

一、引言 1

（一）问题的提出 1

（二）学习故事已有研究 1

1.学习故事的理论 1

2.学习故事的特点 1

3.学习故事的应用 1

（三）研究目的 2

二、研究设计 2

（一）研究对象 2

（二）研究方法 3

三、 研究的结果与分析 3

（一）滨江区教师对学习故事的实际运用情况分析 3

1.撰写前 3

2.撰写中 4

3.撰写后 7

（二） 影响滨江区幼儿教师运用学习故事的影响因素 9

1.教师对学习故事的运用困境 9

2.教师自身因素 9

3.幼儿园的因素 15

四、 结论与建议 17

（一） 结论 17

1.滨江区幼儿教师撰写学习故事前有一定的计划性但动机不高 17

2.滨江区幼儿教师撰写中注意环节和识别环节把握到位，但回应环节有待加强 17

3.滨江区幼儿教师撰写后幼儿和家长参与度高，反馈较好 17