摘 要：《3-6岁儿童学习与发展指南》指出：“幼儿通过直接感知、实际操作和亲身体验获取经验”。任何年龄段的幼儿通过发生认知冲突，异龄幼儿间的示范与模仿以及幼儿自己的实践验证和自我修正所得到的经验比教师直接传授的作用要来的自然有效 。教师通过对幼儿混龄游戏过程的观察，可以了解幼儿的现实情况，理解其内在需要，发掘幼儿社会性、认知和情感等方面发展的价值。当前，关于游戏观察的相关研究日益丰富，对于混龄教育及混龄游戏的观察也引起了越来越多学前教育工作者的重视。
笔者在梳理游戏观察相关研究的基础上，对以杭州市ZY幼儿园为例的幼儿混龄游戏中教师的观察行为进行了调查，通过观察法、问卷法、访谈法等方法了解教师游戏观察的实施，就杭州市ZY幼儿园的混龄游戏而言，总结出教师观察存在的问题有：容易忽视游戏中的“游客”，倾向于观察幼儿游戏中的“极端行为”；重点观察幼儿的游戏过程，忽视幼儿游戏前后的状态；捕捉到的有效信息不连贯，无法及时的反馈信息。针对当前存在的问题，展开其影响因素的分析，将其归纳为：混龄游戏的特殊模式；教师在幼儿游戏中的工作性质；教师对观察行为的相关知识储备；教师对观察的重视程度；幼儿园对混龄游戏中教师观察的态度。针对影响因素，探讨改善教师观察行为的举措，主要有：幼儿园提供专业的教师观察培训；提高混龄游戏中教师观察行为的专业性；创新混龄游戏模式，改善教师工作现状等。
关键词：混龄游戏； 教师观察行为； 现状
Abstract：The Guide to Learning and Development for Children Aged 3-6 points out: "children gain experience through direct perception, hands-on experience and firsthand experience".The experience that children of any age through cognitive conflict, demonstration and imitation between different age and self-correcting gain is more natural and effective than experience taught by a teacher directly. Observing the game process of mixed age children , teacher can get a comprehensive understanding about young children's reality, understands young children's internal needs, and fully explores children's value of development in social, cognitive and emotional aspects.At present, the research on game observation is becoming more and more abundant, and the observation of mixed age education and mixed age game have attracted more and more preschool education workers.
On the basis of combing game observation, the author investigates the observation behavior of teachers in children's mixed age games on taking ZY kindergarten of Hangzhou city for an example, understanding the implementation of teacher game observation through observation, questionnaire and interview, finally to summarize the current problems about teachers' observation behavior on Hangzhou ZY kindergarten: it is easy to overlook the "tourists" in the game, and tend to observe the "extreme behaviors" in children's games; observing the game process of children and ignore the state before and after the game; the effective information captured by the teacher is incoherent, fragmented and unable to provide timely feedback.In view of the existing problems, I begin to analyze the factors that influencing the observation behavior of mixed age games and summarize them into: special mode of mixed-age game; the nature of teacher's work in children's games; the relevant knowledge reserve of teachers about observation behaviors; the level of attaching importance to observation; kindergarten's attitude towards teacher observation in mixed - age games. Aiming at influencing factors, I discussing measures to improve teachers' observation behavior:the kindergarten provides professional teacher observation training; teachers should improve the professionalism of observing behaviors in mixed age games; innovate the game model of mixed age and improve teachers' working status and so on. 幼儿园混龄游戏中教师观察行为现状及分析:http://www.chuibin.com/jiaoxue/lunwen_206187.html