环境是重要的课程资源,有专家还提出过环境是“隐性课程”。幼儿园作为幼儿学习与生活的主要场所,其环境创设必然指向幼儿的学习与发展。在实践层面,与幼儿关系密切的班级环境创设中,受教师儿童观、教育观、发展观的影响,教师在操作时,往往成为环境创设的主人,而让幼儿追随其后,在教师可控的范围内指导幼儿去学习,这种被动的学习已被证明是低效和不科学的。如何支持教师创设出有利于幼儿学习与发展的环境,成为每个管理者 Environment is an important curriculum resources, some experts have also proposed the environment is “hidden curriculum ”. Kindergarten, as the main place for young children to learn and live, the creation of environment must point to the learning and development of young children. In practice, the creation of a class environment that is closely related to young children is influenced by teachers’ views on children, education and development. Teachers often operate as masters of environmental creation and let them follow the teacher’s controllable Of the range of guidance to young children to learn, this passive learning has proved to be inefficient and unscientific. How to support teachers to create an environment conducive to children’s learning and development, as each manager