本研究选取北京市某幼儿园大班的2名教师和30名幼儿作为个案研究对象，采用观察、照片引谈、访谈等方法来研究教师对幼儿区域游戏选择偏好的了解情况与实际情况的一致性，以及教师对班级内每名幼儿的区域游戏选择偏好的了解程度。研究发现： 1.教师能够了解本班幼儿区域游戏选择偏好的基本情况。教师能够关注到不同游戏区的受欢迎程度以及最受欢迎的游戏区的性别差异，但教师会忽略一般受欢迎和不受欢迎的游戏区的性别差异情况。 2.教师能基本解读幼儿区域游戏选择偏好的原因。教师在分析幼儿偏区的原因时能够关注到幼儿个体因素中的性别差异、兴趣爱好、成就感以及环境因素中的玩具材料。但研究发现幼儿视角下影响区域游戏选择偏好的因素还包括幼儿个体因素中的习惯、已有经验和环境因素中的同伴选择、选区人数、教师行为。 3.依据教师对每名幼儿的性格及个性特点的描述，将幼儿划分为四种不同的社会交往类型：受欢迎型、一般型、被拒绝型、被忽视型。研究发现教师对受欢迎型幼儿的区域游戏选择偏好了解全面，既关注到幼儿偏好的游戏区，也关注到幼儿选择其他游戏区的情况；教师对一般型幼儿的区域游戏选择偏好的了解情况存在差异，教师更容易关注有明显偏好或有突出游戏表现的幼儿；教师能够关注到被拒绝型幼儿的区域游戏选择偏好，但只能对个别幼儿准确了解，对大多数被拒绝型幼儿的了解比较片面；教师容易忽视被忽视型幼儿的区域游戏选择偏好。 4.通过总结分析发现，教师对幼儿区域游戏选择偏好的了解程度受教师主观印象、幼儿自身性格特点以及幼儿在区域游戏中的行为表现等方面的影响；从教师角度分析幼儿偏区现象的原因包括教师教育观念的认知冲突、采取的引导策略效果甚微、对个别幼儿采取漠视态度。

This study chooses two kindergarten teachers and 30 5-6 years old children from Beijing as case study object, mainly use the methods such as observation, photographs talk, interview to study teachers' understanding of children's playing areas preference is consistent with the actual situation, as well as teachers' understanding of playing areas preference of each children. Four conclusions have been achieved in this research. First, teacher can understand the basic situation of the playing areas selection preference of children. Teachers can focus on the different popularity of the playing zone, and the one of the most popular playing area in gender differences, but the teacher will ignore generally popular and unpopular playing areas in gender differences. Second, teacher can understand the reasons for the playing areas selection preference of children. Teacher can focus on the gender difference, interest, achievement in individual and the toy material in the environment. However, the study found that the factors influencing the playing areas selection preference in the perspective of children also included the experience of the children, the selection of peers, the number of constituencies and the behavior of teachers. Third, the study divided the children into four different types of social interaction: popular, general, rejected and ignored. The study found that teachers have a comprehensive understanding of the playing areas selection preference of the popular children, focusing on the playing areas of children's preference and the situation of children's choice of other game areas. Teachers have different understanding of the playing areas selection preference of general children, and it is easier for teachers to pay more attention to children with obvious preference or outstanding playing performance. Teachers can pay attention to the playing areas selection preference of the rejected children, but only understand a few of children’s preference accurately, and the understanding of most rejected children is one-sided; It is easy for teachers to ignore the playing areas preference of neglected children. Forth, through summarizing the analysis found that the factors influence teachers' understanding of children's playing areas preference including teachers' subjective impression, children’s personality characteristics and children’s performance in the play; from the perspective of teachers, the reasons for the phenomenon include cognitive conflict of teacher education, little effect of guidance strategy, and indifference to individual children.