摘 要自《3-6 岁儿童学习与发展指南》（以下简称《指南》）被正式公布以来，各地区幼儿教育工作者都积极响应号召，对相关要求进行全面实施。在美工区内，孩子们可以根据自己的兴趣和需求进行大胆操作，并且能够自由选择创造素材。但由于幼儿的年纪尚小，各方面能力有限，所以在美工区区域活动中还无法真正从老师的帮助中分离出来。鉴于此，笔者选取某幼儿园美工区区域活动的教师指导作为案例 ，以文献法、观察法和访谈法作为主要研究方法，对教师在进行美工区活动时对幼儿的指导时机、指导方式、指导内容、自身扮演的角色以及最终指导效果进行探析，深入研究教师在幼儿园美工区活动中的行为现状。通过细心观察和全方面调研，彻底把握在美工区区域活动中教师指导时存在的问题，并针对这些问题提出有效的改进策略。研究表明，在进行幼儿园美工区活动时，影响教师指导行为的主要因素是教师在指导方式上过度干预、将重点放在示范环节上以及在自身扮演的角色定位上模糊不清这几个方面，对此，教师要尊重幼儿的创作、指导协助要适当、美工素材选择要采用固体的素材、学会观察幼儿行为、学会记录幼儿行为、激发幼儿的创作兴趣，幼儿园管理则需要加强对教师的培训，提高教师的认知和能力的解决对策。关键词：美工区；教师指导；幼儿AbstractSince the guide for learning and development of 3-6-year-old children (hereinafter referred to as the guide) was officially published, early childhood educators in all regions have actively responded to the call and fully implemented the relevant requirements. In the Art Zone, children can operate boldly according to their own interests and needs, and can freely choose to create materials. However, due to the young children's limited ability in all aspects, they can not really be separated from the help of teachers in the regional activities of art work area. In view of this, the author selects the teacher guidance of a kindergarten art work area as a case, and takes the literature method, observation method and interview method as the main research methods to analyze the timing, mode, content, role a...
