随着数字技术快速普及，电子产品全面渗透日常生活，多数家长常以手机等电子产品安抚幼儿，导致幼儿过早、过度沉迷电子设备，不仅损害幼儿视力、弱化专注力与思维能力，更割裂了幼儿与自然、同伴、家庭的真实联结。立足乡村办园实际，我园坚持以幼儿为本、堵疏结合、回归本真的育人思路，从园所管理、师资建设、环境创设、园本活动、家园共育五个维度精准施策，系统破解幼儿依赖电子产品问题，引导幼儿走出虚拟世界、回归真实体验，全力守护幼儿健康童年。

With the rapid proliferation of digital technologies, electronic products have pervaded every facet of daily life. Many parents resort to mobile phones and other electronic devices to soothe young children, resulting in premature and excessive screen‑addiction among preschoolers. This not only impairs children’s eyesight and undermines their concentration and cognitive faculties, but also severs their genuine bonds with nature, peers and family. Rooted in the realities of rural kindergarten operation, our kindergarten adheres to a child‑centered educational philosophy featuring a combined approach of restriction and guidance and a return to authentic upbringing. Targeted measures are rolled out across five dimensions: kindergarten governance, faculty development, environmental design, kindergarten‑based curriculum activities, and home‑kindergarten collaboration. These systematic measures are designed to address young children’s over‑reliance on electronic devices, steer them away from the virtual world toward real‑life experiences, and fully safeguard their healthy childhood.

一、强化园所统筹，筑牢数字育人制度防线

制度规范是杜绝屏幕依赖的根本保障。我园建立健全数字化教学管控机制，严格规范教学设备使用，杜绝以电子产品替代实物教具、实景活动的保教行为。同时，将去电子化保教要求纳入教师日常考核与常规督查，覆盖一日活动全流程，确保集体教学、区域游戏、户外活动、生活照料均以实物操作、线下互动、实景体验为主，从制度源头杜绝园内电子设备滥用，营造纯净健康的园所育人环境。

I. Strengthen Overall Kindergarten Governance to Build Institutional Safeguards for Digital‑age Education
Institutional norms constitute the fundamental guarantee against screen dependency. Our kindergarten has refined mechanisms governing digital teaching equipment, imposing strict regulations on the use of teaching devices. Practices that substitute physical teaching aids and on‑site hands‑on activities with electronic gadgets in early childhood care and education are strictly prohibited. Meanwhile, requirements for minimizing electronic‑device use are incorporated into teachers’ routine performance assessment and regular supervision, covering the full spectrum of daily kindergarten routines. Collective instruction, zone‑based play, outdoor activities and daily care are predominantly delivered through hands‑on operations, offline interaction and real‑world engagement. Abuse of electronic devices within the kindergarten is forestalled at the institutional source, fostering a pure and wholesome educational environment.

二、抓实师资建设，树立科学保教理念

教师育人理念与执教行为是破解幼儿屏幕依赖的关键。我园常态化开展专题教研与师德培训，引导教师充分认识过度使用电子产品对幼儿的危害，破除传统育儿误区，树立重体验、重实践、去电子化的科学保教理念。在日常保教中，教师深耕游戏化、体验式、生活化课堂，以丰富多元的线下活动充盈幼儿日常成长时光。精准关注存在屏幕依赖倾向的幼儿，细致观察行为表现，开展个性化正向引导，用耐心陪伴、有效互动帮助幼儿摆脱虚拟依赖，唤醒童真天性，助力幼儿身心健康发展。

II. Advance Faculty Building to Foster Scientific Concepts in Early Childhood Care and Education
Teachers’ educational perceptions and instructional practices hold the key to mitigating children’s screen dependency. Our kindergarten carries out regular thematic teaching‑research sessions and professional ethics training. Teachers are guided to fully understand the harms inflicted by excessive exposure to electronic devices on young children, cast aside outdated childcare misconceptions, and embrace science‑based early‑childhood education that prioritizes firsthand experience, practical engagement and reduced screen exposure. In day‑to‑day care and instruction, teachers implement play‑oriented, experiential and life‑integrated classroom practices, filling children’s daily growth hours with diverse offline activities. Special attention is paid to children showing signs of screen dependency. Teachers closely observe their behavioral patterns and deliver personalized positive guidance. Through patient companionship and meaningful interaction, children are helped to break free from virtual preoccupation, awaken their innate childlike nature, and achieve sound physical and mental development.

三、优化环境创设，打造自然沉浸式育人空间

环境是隐形课程，自然实景是消解屏幕依赖的有效载体。我园充分盘活乡村本土资源，利用园内闲置场地，就地取材、因地制宜升级户外环境，打造本土化、童趣化、多元化的自然沉浸式活动空间。科学划分农耕种植园、乡土游戏场、自然探究角、草木手工区四大功能区域，构建可探索、可游戏、可体验的户外自然课堂。以鲜活真实的自然场景替代冰冷的虚拟屏幕，以丰富的感官体验弱化电子产品吸引力，让幼儿在亲近自然、探索万物中释放天性。

III. Optimize Environmental Design to Create an Immersive Nature‑oriented Educational Setting
Environment serves as a hidden curriculum, and real‑world nature constitutes an effective remedy for screen dependency. Leveraging local rural resources, our kindergarten repurposes idle on‑site spaces to upgrade outdoor facilities with locally‑sourced materials tailored to contextual conditions, creating localized, child‑friendly and diversified immersive natural activity zones. Four functional areas are scientifically demarcated: an agricultural planting garden, a native‑culture play ground, a nature exploration corner, and a plant‑craft workshop, forming an outdoor natural classroom for discovery, play and experiential learning. Lifelike natural scenarios replace cold virtual screens, and rich sensory experiences dilute the allure of electronic products, enabling children to unleash their innate vitality while getting close to nature and exploring all living things.

四、深耕园本课程，丰盈幼儿真实成长体验

减少幼儿屏幕依赖，重在以优质实景活动填满幼儿生活。我园立足五丈原三国文化，深耕“三国小诸葛”特色园本课程体系，以多元线下实践活动丰富幼儿成长体验。园内常态化开展三国食作、传统棋艺、农耕养护等特色活动，开放户外建构区域，投放低结构材料支持幼儿自主创作、自由游戏。固定开设“自然探索日”，组织幼儿走进田间街巷，观察作物生长、开展自然手工、体验乡土非遗技艺。同时，常态化开展乡土游戏、四季探索、创意手工、集体运动等活动，让幼儿在奔跑、劳作、探索、合作中充实一日生活、释放天性。丰富的实景体验有效替代碎片化屏幕娱乐，幼儿入园积极性显著提升。

IV. Refine Kindergarten‑based Curriculum to Enrich Children’s Real‑life Growth Experiences
Reducing children’s screen dependency hinges on filling their days with high‑quality on‑site activities. Drawing on the Three‑Kingdoms cultural heritage of Wuzhangyuan, our kindergarten further develops its distinctive kindergarten‑based curriculum themed Little Zhuge of the Three Kingdoms, enriching children’s growth through diversified offline practical undertakings. Regular featured activities are held within the campus, including Three‑Kingdoms‑themed food‑making, traditional board‑game sessions and farming maintenance. Outdoor construction zones are kept open, with low‑structure materials provided to support children’s independent creation and free play. A fixed “Nature Exploration Day” is established, where children venture into farmlands and local lanes to observe crop growth, create nature‑inspired handicrafts, and experience intangible cultural heritage rooted in local rural traditions. Furthermore, regular activities such as native folk games, four‑season exploration, creative handicrafts and group sports are organized. Children lead fulfilling daily routines and give full play to their nature through running, labour, exploration and cooperation. Rich real‑world experiences effectively replace fragmented screen‑based entertainment, and children demonstrate markedly greater enthusiasm for kindergarten attendance.

五、深化家园共育，构建全域协同育人生态

家庭是幼儿使用电子产品的主要场景，破解屏幕依赖必须家园联动、协同发力。针对片区家长陪伴不足、“电子育娃”的现状，我园着力打破家园育人壁垒，构建全域无屏成长模式，制定《幼儿家庭电子产品使用公约》，明确居家电子产品使用规范。通过家长会、专题讲座、班级宣讲、一对一约谈等方式，结合真实案例科普过度用屏的危害，持续推送科学育儿理念。依托三秦家长学校平台，常态化开展亲子共读、亲子手工、亲子运动，布置家庭自然实践任务，评选优质陪伴家庭，引导家长放下手机、高质量陪伴，替代“电子保姆”。系列举措落地后，幼儿居家用屏时长显著下降，家庭育儿方式持续优化，家园育人合力不断增强。

V. Deepen Home‑kindergarten Collaboration to Build an All‑round Collaborative Ecosystem for Early‑childhood Development
The home is the primary scenario where young children use electronic devices. Alleviating screen dependency calls for joint and coordinated efforts from families and the kindergarten. In response to insufficient parental companionship and the prevalent “electronic babysitting” phenomenon among local families, our kindergarten breaks down barriers in home‑kindergarten education to build an all‑round screen‑free growth model. A Code of Conduct for Electronic‑device Use at Home for Young Children is formulated to specify household norms for electronic‑device usage. Through parent‑teacher meetings, special lectures, class briefings and one‑on‑one interviews, real‑life cases are cited to popularize the hazards of excessive screen time, alongside continuous dissemination of evidence‑based childcare concepts. Relying on the Sanqin Parents’ School platform, the kindergarten organizes regular parent‑child reading, handicraft‑making and sports activities, assigns home‑based nature‑practice tasks, and selects outstanding “quality‑companionship families”. Parents are encouraged to put down mobile phones and offer high‑quality in‑person company instead of resorting to “electronic nannies”. Following the implementation of these initiatives, children’s household screen time has decreased substantially, family childcare practices keep improving, and the synergy between home and kindergarten in early‑childhood education is steadily strengthened.

方寸屏幕可观万象，却无法替代自然探索、同伴嬉戏、温情陪伴的真实成长。下一步，我园将持续坚守以幼儿为本的初心，不断完善育人体系，持续优化管理、师资、环境、课程、共育模式，用有温度、有质感的乡村学前教育，守护幼儿纯粹童真，让乡村孩子在数字时代向阳成长、自由绽放。

A small screen may display myriad sights, yet it can never take the place of genuine growth derived from nature exploration, peer frolic and heartfelt companionship. Going forward, our kindergarten will remain steadfast in its child‑centered mission, continuously improve its educational system, and further refine its models for governance, faculty development, environmental design, curriculum delivery and home‑kindergarten collaboration. With warm, high‑quality rural pre‑school education, we will safeguard children’s pure innocence, and enable rural youngsters to thrive and blossom freely in the digital era.

来源：岐山县教育体育局

编辑：王三周

Source: Qishan County Bureau of Education and Sports
Edited by: Wang Sanzhou