混齡班幼兒合作行為特點的研究

混齡班幼兒合作行為特點的研究一、本文概述Overviewofthisarticle本研究旨在深入探索混齡班幼兒合作行為的特點，以期對幼兒教育的實踐提供有益的參考?；忑g班作為一種特殊的教育模式，將不同年齡段的幼兒置于同一教育環(huán)境中，讓他們在互相學(xué)習(xí)、互相影響的過程中，培養(yǎng)合作精神，提高社交能力。本研究采用觀察、訪談等研究方法，對混齡班中幼兒的合作行為進(jìn)行系統(tǒng)的分析，以揭示其獨特的合作行為特點及其影響因素，為混齡班教育模式的發(fā)展和完善提供理論支持和實踐指導(dǎo)。Theaimofthisstudyistoexploreindepththecharacteristicsofcooperativebehavioramongchildreninmixedageclasses,inordertoprovideusefulreferencesforthepracticeofearlychildhoodeducation.Mixedageclasses,asaspecialeducationalmodel,placechildrenofdifferentagegroupsinthesameeducationalenvironment,allowingthemtocultivateaspiritofcooperationandimprovesocialskillsthroughmutuallearningandinfluence.Thisstudyadoptsresearchmethodssuchasobservationandinterviewstosystematicallyanalyzethecooperativebehaviorofyoungchildreninmixedageclasses,inordertorevealtheiruniquecooperativebehaviorcharacteristicsandinfluencingfactors,andprovidetheoreticalsupportandpracticalguidanceforthedevelopmentandimprovementofmixedageclasseducationmodels.本研究將概述混齡班教育模式的理論基礎(chǔ)，包括兒童發(fā)展心理學(xué)、社會學(xué)習(xí)理論等，為后續(xù)的實證研究提供理論基礎(chǔ)。通過實地觀察和訪談，本研究將詳細(xì)描述混齡班中幼兒合作行為的具體表現(xiàn)，包括合作行為的類型、頻率、持續(xù)時間等。在此基礎(chǔ)上，本研究將進(jìn)一步分析混齡班幼兒合作行為的特點，如合作行為的主動性、多樣性、創(chuàng)新性等。本研究將探討影響混齡班幼兒合作行為的因素，如年齡差異、性別差異、個性特點、家庭背景等，并提出相應(yīng)的教育建議，以促進(jìn)混齡班幼兒合作行為的發(fā)展。Thisstudywilloutlinethetheoreticalbasisofmixedageclasseducationmodels,includingchilddevelopmentalpsychology,sociallearningtheory,etc.,providingatheoreticalbasisforsubsequentempiricalresearch.Throughon-siteobservationandinterviews,thisstudywillprovideadetaileddescriptionofthespecificmanifestationsofcooperativebehavioramongyoungchildreninmixedageclasses,includingthetypes,frequency,anddurationofcooperativebehavior.Onthisbasis,thisstudywillfurtheranalyzethecharacteristicsofcooperativebehavioramongchildreninmixedageclasses,suchasinitiative,diversity,andinnovationincooperativebehavior.Thisstudywillexplorethefactorsthataffectcooperativebehavioramongchildreninmixedageclasses,suchasagedifferences,genderdifferences,personalitytraits,familybackground,etc.,andproposecorrespondingeducationalsuggestionstopromotethedevelopmentofcooperativebehavioramongchildreninmixedageclasses.通過本研究，我們期望能夠更全面地了解混齡班幼兒合作行為的特點及其影響因素，為混齡班教育模式的優(yōu)化提供科學(xué)依據(jù)，同時也為幼兒教育工作者提供有益的參考，幫助他們更好地促進(jìn)幼兒合作精神的培養(yǎng)和社交能力的發(fā)展。Throughthisstudy,wehopetogainamorecomprehensiveunderstandingofthecharacteristicsandinfluencingfactorsofcooperativebehavioramongchildreninmixedageclasses,providingscientificbasisforoptimizingtheeducationmodelofmixedageclasses,andalsoprovidingusefulreferencesforearlychildhoodeducators,helpingthembetterpromotethecultivationofchildren'scooperativespiritandthedevelopmentofsocialskills.二、研究方法Researchmethods本研究旨在深入探索混齡班幼兒合作行為的特點，為此，采用了多種研究方法相結(jié)合的策略，以確保研究的全面性和準(zhǔn)確性。Theaimofthisstudyistoexploreindepththecharacteristicsofcooperativebehavioramongchildreninmixedageclasses.Toensurethecomprehensivenessandaccuracyofthestudy,astrategycombiningmultipleresearchmethodswasadopted.我們采用了觀察法。在混齡班的自然環(huán)境下，對幼兒們的日常活動進(jìn)行了長期、系統(tǒng)的觀察。通過記錄幼兒們在游戲中的互動、學(xué)習(xí)中的合作以及日常生活中的交流等場景，我們得以收集到大量真實、生動的合作行為數(shù)據(jù)。Weadoptedanobservationmethod.Longtermandsystematicobservationwasconductedonthedailyactivitiesofyoungchildreninthenaturalenvironmentofmixedageclasses.Byrecordingtheinteractionsofyoungchildreningames,cooperationinlearning,andcommunicationindailylife,weareabletocollectalargeamountofrealandvividdataoncooperativebehavior.本研究還運(yùn)用了問卷調(diào)查法。我們設(shè)計了專門針對混齡班幼兒合作行為的問卷，向教師和家長發(fā)放，以獲取他們對幼兒合作行為的主觀評價和觀察。通過問卷的統(tǒng)計分析，我們得以從多個角度了解幼兒合作行為的特點和影響因素。Thisstudyalsoutilizedaquestionnairesurveymethod.Wehavedesignedaquestionnairespecificallydesignedforcooperativebehavioramongmixedagechildrenanddistributedittoteachersandparentstoobtaintheirsubjectiveevaluationandobservationofcooperativebehavioramongyoungchildren.Throughstatisticalanalysisofquestionnaires,weareabletounderstandthecharacteristicsandinfluencingfactorsofcooperativebehavioramongyoungchildrenfrommultipleperspectives.本研究還采用了案例研究法。在觀察的過程中，我們選取了一些典型的合作行為案例進(jìn)行深入分析。通過對案例的詳細(xì)描述和解釋，我們得以揭示幼兒合作行為背后的動機(jī)、策略和發(fā)展過程。Thisstudyalsoadoptedacasestudymethod.Duringtheobservationprocess,weselectedsometypicalcasesofcooperativebehaviorforin-depthanalysis.Throughadetaileddescriptionandexplanationofthecase,weareabletorevealthemotivations,strategies,anddevelopmentalprocessesbehindchildren'scooperativebehavior.本研究還采用了文獻(xiàn)研究法。我們查閱了大量關(guān)于幼兒合作行為的理論和實證研究文獻(xiàn)，以了解已有的研究成果和研究趨勢。通過文獻(xiàn)的梳理和分析，我們?yōu)楸狙芯刻峁┝藞詫嵉睦碚摶A(chǔ)和參考依據(jù)。Thisstudyalsoadoptedaliteraturereviewmethod.Wehaveconsultedalargenumberoftheoreticalandempiricalresearchliteratureoncooperativebehavioramongyoungchildrentounderstandtheexistingresearchresultsandtrends.Throughliteraturereviewandanalysis,wehaveprovidedasolidtheoreticalfoundationandreferencebasisforthisstudy.本研究采用了觀察法、問卷調(diào)查法、案例研究法和文獻(xiàn)研究法等多種研究方法相結(jié)合的策略，以全面、深入地探索混齡班幼兒合作行為的特點。通過這些方法的運(yùn)用，我們希望能夠為幼兒教育實踐提供有益的啟示和建議。Thisstudyadoptedacombinationofobservation,questionnairesurvey,casestudy,andliteratureresearchmethodstocomprehensivelyanddeeplyexplorethecharacteristicsofcooperativebehavioramongchildreninmixedageclasses.Throughtheapplicationofthesemethods,wehopetoprovideusefulinsightsandsuggestionsforearlychildhoodeducationpractice.三、混齡班幼兒合作行為的特點Thecharacteristicsofcooperativebehavioramongchildreninmixedageclasses混齡班作為一種特殊的教育組織形式，為幼兒提供了一個更為真實、多元的社會交往環(huán)境。在這樣的環(huán)境中，幼兒合作行為的特點表現(xiàn)得尤為鮮明。本研究通過觀察和分析混齡班中幼兒的合作行為，發(fā)現(xiàn)其呈現(xiàn)出以下幾個顯著特點。Asaspecialformofeducationalorganization,mixedageclassesprovidechildrenwithamoreauthenticanddiversesocialinteractionenvironment.Insuchanenvironment,thecharacteristicsofcooperativebehavioramongyoungchildrenareparticularlyprominent.Thisstudyobservedandanalyzedthecooperativebehaviorofyoungchildreninmixedageclasses,andfoundthattheyexhibitthefollowingsignificantcharacteristics.多樣性：混齡班中，由于年齡差異的存在，幼兒之間的合作行為呈現(xiàn)出多樣化的特點。年齡較大的幼兒可能會采取更為復(fù)雜、策略性的合作方式，而年齡較小的幼兒則可能更傾向于直接、簡單的合作。這種多樣性不僅體現(xiàn)在合作的形式上，還體現(xiàn)在合作的內(nèi)容和目的上。Diversity:Inmixedageclasses,duetoagedifferences,cooperativebehaviorsamongyoungchildrenexhibitdiversecharacteristics.Olderchildrenmayadoptmorecomplexandstrategiccooperationmethods,whileyoungerchildrenmaybemoreinclinedtowardsdirectandsimplecooperation.Thisdiversityisnotonlyreflectedintheformofcooperation,butalsointhecontentandpurposeofcooperation.自主性：混齡班中的幼兒合作行為往往具有較高的自主性。在合作過程中，幼兒能夠根據(jù)自己的興趣和需要，自主選擇合作伙伴、合作內(nèi)容和合作方式。這種自主性不僅有助于培養(yǎng)幼兒的獨立性和創(chuàng)造性，還能夠促進(jìn)他們社會交往能力的發(fā)展。Autonomy:Childreninmixedageclassesoftenexhibithighlevelsofautonomyintheircooperativebehavior.Intheprocessofcooperation,youngchildrenareabletoindependentlychoosepartners,content,andmethodsofcooperationbasedontheirowninterestsandneeds.Thisautonomynotonlyhelpstocultivateyoungchildren'sindependenceandcreativity,butalsopromotesthedevelopmentoftheirsocialcommunicationskills.互助性：混齡班中的幼兒合作行為通常伴隨著互助性行為的出現(xiàn)。年齡較大的幼兒可能會幫助年齡較小的幼兒完成任務(wù)，而年齡較小的幼兒則可能會通過觀察和學(xué)習(xí)，逐漸提高自己的合作能力。這種互助性不僅有助于增進(jìn)幼兒之間的友誼和信任，還能夠促進(jìn)他們共同成長和進(jìn)步。Mutualaid:Cooperativebehavioramongchildreninmixedageclassesisoftenaccompaniedbytheemergenceofmutualaidbehavior.Olderchildrenmayassistyoungerchildrenincompletingtasks,whileyoungerchildrenmaygraduallyimprovetheircooperativeabilitiesthroughobservationandlearning.Thismutualassistancenotonlyhelpstoenhancefriendshipandtrustamongyoungchildren,butalsopromotestheircommongrowthandprogress.沖突與解決：在混齡班中，由于年齡、經(jīng)驗和性格等方面的差異，幼兒之間的合作行為有時會出現(xiàn)沖突和分歧。然而，正是這些沖突和分歧的存在，為幼兒提供了學(xué)習(xí)和成長的機(jī)會。通過沖突和分歧的解決過程，幼兒不僅能夠?qū)W會如何與他人協(xié)商和妥協(xié)，還能夠逐漸培養(yǎng)出解決問題的能力。ConflictandResolution:Inmixedageclasses,duetodifferencesinage,experience,andpersonality,theremaybeconflictsanddifferencesincooperativebehavioramongyoungchildren.However,itistheexistenceoftheseconflictsanddifferencesthatprovideopportunitiesforyoungchildrentolearnandgrow.Throughtheprocessofresolvingconflictsanddifferences,youngchildrencannotonlylearnhowtonegotiateandcompromisewithothers,butalsograduallydeveloptheabilitytosolveproblems.混齡班中幼兒的合作行為具有多樣性、自主性、互助性和沖突與解決等特點。這些特點共同構(gòu)成了混齡班幼兒合作行為的獨特風(fēng)貌，也為幼兒的社會性發(fā)展提供了重要的支持和保障。Thecooperativebehaviorofchildreninmixedageclassesischaracterizedbydiversity,autonomy,mutualassistance,andconflictresolution.Thesecharacteristicstogetherconstituteauniquestyleofcooperativebehavioramongchildreninmixedageclasses,andalsoprovideimportantsupportandguaranteefortheirsocialdevelopment.四、混齡班幼兒合作行為的案例分析Caseanalysisofcooperativebehavioramongchildreninmixedageclasses在混齡班的教學(xué)環(huán)境中，幼兒合作行為的表現(xiàn)和特點尤為突出。以下，我們將通過幾個具體的案例分析，來深入探討混齡班幼兒合作行為的特點。Intheteachingenvironmentofmixedageclasses,theperformanceandcharacteristicsofchildren'scooperativebehaviorareparticularlyprominent.Below,wewilldelveintothecharacteristicsofcooperativebehavioramongchildreninmixedageclassesthroughseveralspecificcasestudies.在混齡班的日?；顒又?，我們經(jīng)常觀察到不同年齡的幼兒在一起玩耍時，會出現(xiàn)玩具分享的現(xiàn)象。例如，當(dāng)年齡較小的幼兒看到年齡較大的幼兒手中的玩具時，會主動提出交換或共同玩耍的請求。在這個過程中，年齡較大的幼兒通常會表現(xiàn)出較大的包容性和合作精神，愿意與年齡較小的幼兒分享玩具，并教他們?nèi)绾握_使用。這種玩具分享與合作的行為，不僅增進(jìn)了幼兒之間的友誼，也促進(jìn)了他們合作能力的發(fā)展。Inthedailyactivitiesofmixedageclasses,weoftenobservethephenomenonoftoysharingamongchildrenofdifferentageswhenplayingtogether.Forexample,whenyoungerchildrenseetoysinthehandsofolderchildren,theywillactivelyrequesttoexchangeorplaytogether.Duringthisprocess,olderchildrenusuallyexhibitgreaterinclusivenessandaspiritofcooperation,willingtosharetoyswithyoungerchildrenandteachthemhowtousethemcorrectly.Thiskindoftoysharingandcooperationbehaviornotonlyenhancesfriendshipbetweenyoungchildren,butalsopromotesthedevelopmentoftheircooperationability.在混齡班的教學(xué)活動中，我們經(jīng)常會給幼兒分配一些需要合作完成的任務(wù)。例如，在拼圖游戲中，年齡較大的幼兒通常會主動承擔(dān)起組織和指導(dǎo)的任務(wù)，而年齡較小的幼兒則負(fù)責(zé)尋找和傳遞拼圖塊。在這個過程中，幼兒們會根據(jù)各自的能力和特長進(jìn)行分工，共同完成任務(wù)。這種任務(wù)分工與合作的行為，不僅鍛煉了幼兒的團(tuán)隊協(xié)作能力，也提高了他們的責(zé)任感和集體榮譽(yù)感。Intheteachingactivitiesofmixedageclasses,weoftenassignchildrentasksthatrequirecooperationtocomplete.Forexample,injigsawpuzzles,olderchildrenusuallytakeonthetaskoforganizingandguiding,whileyoungerchildrenareresponsibleforfindingandpassingonpuzzleblocks.Duringthisprocess,youngchildrenwilldividetasksbasedontheirrespectiveabilitiesandstrengths,andworktogethertocompletethetasks.Thisbehavioroftaskdivisionandcooperationnotonlyexerciseschildren'steamworkability,butalsoenhancestheirsenseofresponsibilityandcollectivehonor.在混齡班中，由于幼兒年齡和性格的差異，難免會出現(xiàn)一些沖突和矛盾。然而，我們發(fā)現(xiàn)在這種環(huán)境下，幼兒們通常會通過溝通和協(xié)商的方式來解決沖突。例如，當(dāng)兩個幼兒都想玩同一個玩具時，他們會通過“輪流玩”或“一起玩”的方式達(dá)成共識。在這個過程中，幼兒們不僅學(xué)會了如何表達(dá)自己的觀點和需求，也學(xué)會了如何尊重和理解他人的感受。這種沖突解決與合作的行為，對于培養(yǎng)幼兒的社交能力和情商具有重要意義。Inmixedageclasses,conflictsandcontradictionsareinevitableduetodifferencesintheageandpersonalityofyoungchildren.However,wefoundthatinthisenvironment,youngchildrenusuallyresolveconflictsthroughcommunicationandnegotiation.Forexample,whentwoyoungchildrenwanttoplaywiththesametoy,theywillreachaconsensusbytakingturnsorplayingtogether.Inthisprocess,youngchildrennotonlylearnhowtoexpresstheirownopinionsandneeds,butalsolearnhowtorespectandunderstandthefeelingsofothers.Thisbehaviorofconflictresolutionandcooperationisofgreatsignificanceforcultivatingyoungchildren'ssocialskillsandemotionalintelligence.通過以上案例分析，我們可以看出混齡班幼兒合作行為的特點主要表現(xiàn)為：玩具分享與合作、任務(wù)分工與合作以及沖突解決與合作。這些特點不僅體現(xiàn)了幼兒們的主動性和創(chuàng)造性，也反映了混齡班教學(xué)環(huán)境對于培養(yǎng)幼兒合作能力的積極作用。因此，我們應(yīng)該在混齡班的教學(xué)中更加注重培養(yǎng)幼兒的合作意識和合作能力，為他們未來的社會交往和團(tuán)隊合作打下堅實的基礎(chǔ)。Throughtheabovecaseanalysis,wecanseethatthecharacteristicsofcooperativebehavioramongchildreninmixedageclassesaremainlymanifestedintoysharingandcooperation,taskdivisionandcooperation,andconflictresolutionandcooperation.Thesecharacteristicsnotonlyreflecttheinitiativeandcreativityofyoungchildren,butalsoreflectthepositiveroleofmixedageclassteachingenvironmentincultivatingchildren'scooperativeability.Therefore,weshouldpaymoreattentiontocultivatingchildren'scooperationawarenessandabilityinmixedageclasses,layingasolidfoundationfortheirfuturesocialinteractionandteamcooperation.五、混齡班幼兒合作行為的培養(yǎng)與指導(dǎo)Thecultivationandguidanceofcooperativebehavioramongmixedagepreschoolers混齡班作為一種特殊的教育模式，為幼兒提供了豐富的社交環(huán)境和合作機(jī)會。在這個環(huán)境下，幼兒可以通過與不同年齡段的伙伴互動，學(xué)習(xí)并實踐合作行為。然而，要有效促進(jìn)幼兒合作行為的發(fā)展，教育者的培養(yǎng)和指導(dǎo)顯得尤為重要。Mixedageclasses,asaspecialeducationalmodel,providechildrenwitharichsocialenvironmentandopportunitiesforcooperation.Inthisenvironment,youngchildrencanlearnandpracticecooperativebehaviorbyinteractingwithpartnersofdifferentagegroups.However,inordertoeffectivelypromotethedevelopmentofcooperativebehavioramongyoungchildren,thecultivationandguidanceofeducatorsareparticularlyimportant.教育者應(yīng)營造積極合作的班級氛圍。在日?；顒又校逃呖梢酝ㄟ^組織各種團(tuán)體游戲和集體活動，鼓勵幼兒共同參與，體驗合作的樂趣。同時，教育者要尊重每個幼兒的個性和意愿，鼓勵他們大膽表達(dá)自己的觀點，培養(yǎng)他們在合作中的自信和主動性。Educatorsshouldcreateapositiveandcooperativeclassroomatmosphere.Indailyactivities,educatorscanencourageyoungchildrentoparticipatetogetherandexperiencethejoyofcooperationbyorganizingvariousgroupgamesandactivities.Atthesametime,educatorsshouldrespectthepersonalityandwishesofeachchild,encouragethemtoexpresstheiropinionsboldly,andcultivatetheirconfidenceandinitiativeincooperation.教育者可以教授幼兒合作的基本技能。這包括如何與人溝通、如何表達(dá)自己的需求、如何傾聽他人的意見、如何協(xié)商解決問題等。通過模擬情境或角色扮演的方式，讓幼兒在實踐中學(xué)習(xí)和掌握這些技能，從而提高他們的合作能力。Educatorscanteachyoungchildrenthebasicskillsofcooperation.Thisincludeshowtocommunicatewithothers,howtoexpressone'sownneeds,howtolistentoothers'opinions,howtonegotiateandsolveproblems,etc.Bysimulatingsituationsorrole-playing,youngchildrencanlearnandmastertheseskillsinpractice,therebyimprovingtheircollaborativeabilities.教育者還要關(guān)注混齡班中可能出現(xiàn)的合作沖突。由于幼兒年齡和認(rèn)知水平的差異，他們在合作過程中可能會產(chǎn)生矛盾和沖突。教育者要及時發(fā)現(xiàn)并介入，引導(dǎo)幼兒以積極的態(tài)度解決問題，培養(yǎng)他們的沖突解決能力。Educatorsalsoneedtopayattentiontopotentialcooperativeconflictsthatmayariseinmixedageclasses.Duetodifferencesinageandcognitivelevelamongyoungchildren,theymayencounterconflictsandcontradictionsduringthecollaborativeprocess.Educatorsshouldpromptlyidentifyandintervene,guideyoungchildrentosolveproblemswithapositiveattitude,andcultivatetheirconflictresolutionskills.教育者要給予幼兒充分的合作機(jī)會。在日常教學(xué)中，教育者可以設(shè)計一些需要幼兒共同完成的任務(wù)或項目，如小組作業(yè)、合作游戲等。這些活動不僅可以鍛煉幼兒的合作能力，還能增強(qiáng)他們的團(tuán)隊協(xié)作意識。Educatorsshouldgiveyoungchildrenampleopportunitiesforcooperation.Indailyteaching,educatorscandesigntasksorprojectsthatrequirechildrentoworktogether,suchasgroupassignments,cooperativegames,etc.Theseactivitiescannotonlyexercisechildren'scooperationability,butalsoenhancetheirsenseofteamwork.混齡班幼兒合作行為的培養(yǎng)與指導(dǎo)需要教育者的精心設(shè)計和耐心引導(dǎo)。通過營造積極的班級氛圍、教授合作基本技能、關(guān)注合作沖突以及提供充分的合作機(jī)會，可以有效促進(jìn)幼兒合作行為的發(fā)展，為他們的未來成長奠定堅實的基礎(chǔ)。Thecultivationandguidanceofcooperativebehavioramongchildreninmixedageclassesrequirecarefuldesignandpatientguidancefromeducators.Bycreatingapositiveclassroomatmosphere,teachingbasiccooperativeskills,payingattentiontocooperativeconflicts,andprovidingampleopportunitiesforcooperation,itispossibletoeffectivelypromotethedevelopmentofcooperativebehaviorinyoungchildren,layingasolidfoundationfortheirfuturegrowth.六、結(jié)論與建議Conclusionandrecommendations本研究通過對混齡班幼兒合作行為特點的深入探究，發(fā)現(xiàn)混齡教育環(huán)境對幼兒的合作行為發(fā)展具有積極的影響?；忑g班中的幼兒不僅在合作意愿上表現(xiàn)出更高的積極性，而且在合作技能、合作策略以及合作中的情感交流等方面也顯示出明顯的優(yōu)勢。與同齡班相比，混齡班中的幼兒更能夠跨越年齡差異，進(jìn)行有效的溝通與協(xié)作，解決共同面對的問題。本研究還發(fā)現(xiàn)，混齡班中的年長幼兒在合作行為中起到了積極的引領(lǐng)作用，而年幼幼兒則通過模仿與學(xué)習(xí)，不斷提升自己的合作能力。Thisstudyexploresthecharacteristicsofcooperativebehavioramongchildreninmixedageclassesandfindsthatthemixedageeducationenvironmenthasapositiveimpactonthedevelopmentofcooperativebehavioramongchildren.Childreninmixedageclassesnotonlyshowhigherwillingnesstocooperate,butalsoshowsignificantadvantagesincooperationskills,strategies,andemotionalcommunicationduringcooperation.Comparedtotheirpeers,childreninmixedageclassesaremoreabletocrossagedifferences,engageineffectivecommunicationandcollaboration,andsolvecommonproblems.Thisstudyalsofoundthatolderchildreninmixedageclassesplayapositiveleadingroleincooperativebehavior,whileyoungerchildrencontinuouslyimprovetheircooperativeabilitiesthroughimitationandlearning.加強(qiáng)混齡教育模式的推廣與實踐：鑒于混齡班在促進(jìn)幼兒合作行為發(fā)展方面的優(yōu)勢，建議教育部門和幼兒園進(jìn)一步推廣混齡教育模式，為幼兒提供更多的合作與交流機(jī)會。Strengtheningthepromotionandpracticeofmixedageeducationmodels:Giventheadvantagesofmixedageclassesinpromotingthedev