近年来，绘画表征成为幼儿园大热的一个教育活动形式，而通过绘画进行游戏故事的记录，并且在之后向教师进行讲述，是一种良好的师幼互动形态。北京市X幼儿园开展了近一年的游戏故事绘画表征活动，在长期的教育实践中取得了一定的成果：孩子们的表达能力获得了提升，更愿意与教师交流，拥有了良好的社交能力；教师能更加了解幼儿的想法与兴趣点，并且可以针对性提出支持措施；幼儿与教师之间的关系更加和谐，师幼互动效果好。同时也出现了一些问题：一对一倾听给教师带来了很大的时间安排上的负担；很多孩子不愿意表达，或者是绘画敷衍，教师对此束手无策。本研究希望通过对教师的访谈和对绘画表征活动的观察来了解该幼儿园绘画表征活动开展的现状及出现问题，并且针对问题提出一些建议。

In recent years, painting representation has become a popular form of educational activity in kindergartens, and recording game stories through painting and telling them to teachers afterwards is a good form of teacher-child interaction. X Kindergarten in Beijing has carried out nearly a year of play story painting and characterization activities, and has achieved certain results in long-term educational practice: children's expression skills have been improved, they are more willing to communicate with teachers, and they have good social skills; Teachers can better understand children's ideas and interests, and can propose targeted support measures; The relationship between children and teachers is more harmonious, and the interaction between teachers and children is good. At the same time, some problems have arisen: one-on-one listening places a significant time burden on teachers; Many children are reluctant to express themselves, or the painting is perfunctory, and the teacher is helpless about it. This study hopes to understand the current situation and problems of painting representation activities in kindergarten through interviews with teachers and observation of painting representation activities and put forward some suggestions for these problems.