本文選題：多媒體技術(shù) + 幼兒教育　； 參考：《東北師范大學(xué)》2008年碩士論文

【摘要】： 許多學(xué)者認(rèn)為“多媒體教學(xué)將引發(fā)教育革命”。幼兒對(duì)聲音、圖象的特殊需求,決定了在幼兒園里實(shí)行多媒體教學(xué)有著更加積極的意義。根據(jù)《幼兒園教育指導(dǎo)綱要》提出的“最大程度的挖掘幼兒的潛力,培養(yǎng)和發(fā)展他們的多種能力,積極引導(dǎo)幼兒參與活動(dòng)的興趣,使幼兒成為活動(dòng)的主體”,教師要成為孩子們學(xué)習(xí)有力的合作者、支持者、引導(dǎo)者。同時(shí),根據(jù)多媒體技術(shù)在教學(xué)中的應(yīng)用來(lái)看,它能與學(xué)生開展交互式活動(dòng),促進(jìn)學(xué)生之間的交流和協(xié)作,幫助他們探索和認(rèn)識(shí)世界,積極地進(jìn)行思維、發(fā)展能力。在實(shí)踐應(yīng)用的過(guò)程中,多媒體教學(xué)是形、聲、色、知、情、意相融合相統(tǒng)一的產(chǎn)物,運(yùn)用了多種技術(shù)手段,在合理的教學(xué)設(shè)計(jì)指導(dǎo)下,直觀、具體、生動(dòng)、形象地展示了認(rèn)知對(duì)象,激發(fā)了學(xué)習(xí)者的非智力因素,更符合學(xué)習(xí)者的年齡特征和認(rèn)知規(guī)律。 思維是智力的核心。幼兒階段又是一個(gè)人思維能力發(fā)展的關(guān)鍵階段。能否在這個(gè)階段內(nèi)獲得更有效的思維鍛煉,對(duì)于一個(gè)人的智力發(fā)育及全面發(fā)展具有極其重要的意義。幼兒教育的對(duì)象是學(xué)齡前的兒童。他們的年齡小,思維處于具體形象思維階段,對(duì)抽象的事物很難大量接受。因此,促進(jìn)其具體形象思維的發(fā)展才是真正早期開發(fā)幼兒學(xué)習(xí)潛力的有效途徑。多媒體技術(shù)與幼兒教育相整合,恰恰可以滿足幼兒的需求,適應(yīng)幼兒思維發(fā)展的客觀規(guī)律。 本文主要論述了應(yīng)用多媒體技術(shù)促進(jìn)幼兒形象思維發(fā)展的相關(guān)問(wèn)題,主要從教育學(xué)、心理學(xué)、思維學(xué)等多角度全面闡述形象思維產(chǎn)生的生理基礎(chǔ)、認(rèn)知學(xué)習(xí)理論以及建構(gòu)主義學(xué)習(xí)理論中關(guān)于學(xué)習(xí)產(chǎn)生過(guò)程的觀點(diǎn),以及多媒體技術(shù)作用于學(xué)習(xí)各個(gè)環(huán)節(jié)的相關(guān)理論。在第三章,作者著重論述了整合設(shè)計(jì)的模式,并以具體課程為例詳細(xì)設(shè)計(jì)了教學(xué)過(guò)程的流程,并對(duì)具體教學(xué)過(guò)程進(jìn)行了分析。在第四章中,作者在經(jīng)過(guò)具體實(shí)踐教學(xué)后,通過(guò)對(duì)被試的結(jié)果對(duì)比,得出了相應(yīng)的結(jié)論。本次研究屬于應(yīng)用性研究,在著重闡明理論基礎(chǔ)后,提出了設(shè)計(jì)的模式和具體案例,又根據(jù)教育技術(shù)研究方法的指導(dǎo),設(shè)計(jì)了相關(guān)的實(shí)驗(yàn),有機(jī)地將多媒體與幼兒教育、幼兒形象思維能力發(fā)展相整合,從應(yīng)用的角度探討了多媒體技術(shù)對(duì)幼兒形象思維發(fā)展的促進(jìn)作用。
[Abstract]:Many scholars believe that multimedia teaching will lead to educational revolution. The children's special demand for sound and image determines the implementation of multimedia teaching in kindergarten has more positive significance. According to the guidelines for Kindergarten Education, "to maximize the potential of young children, to cultivate and develop their various abilities, to actively guide their interest in participating in activities, and to make young children the main body of activities", Teachers are expected to be effective collaborators, supporters, and guides for children's learning. At the same time, according to the application of multimedia technology in teaching, it can carry out interactive activities with students, promote the communication and cooperation between students, help them to explore and understand the world, actively carry out thinking and develop their ability. In the process of practice and application, multimedia teaching is the product of the integration of form, sound, color, knowledge, emotion and meaning. It uses many kinds of technical means, and under the guidance of reasonable teaching design, it is intuitive, concrete and vivid. The cognitive objects are displayed vividly and the non-intelligence factors of the learners are stimulated, which is more in line with the age characteristics and cognitive laws of the learners. Thought is the core of intelligence. Early childhood is also a key stage in the development of a person's thinking ability. It is of great significance for a person's intellectual development and all-round development to get more effective thinking training in this stage. Early childhood education is aimed at preschool children. They are young, thinking in concrete images, and hard to accept abstract things. Therefore, it is an effective way to develop children's learning potential in the early stage to promote the development of their concrete thinking. The integration of multimedia technology and early childhood education can meet the needs of children and adapt to the objective law of the development of children's thinking. This paper mainly discusses the related problems of using multimedia technology to promote the development of children's image thinking, mainly from the aspects of pedagogy, psychology, thinking and so on, to expound the physiological basis of image thinking. Cognitive learning theory and constructivist learning theory about the process of learning, as well as multimedia technology in the various aspects of learning theory. In the third chapter, the author focuses on the mode of integrated design, and takes the concrete course as an example to design the teaching process in detail, and analyzes the concrete teaching process. In the fourth chapter, after practical teaching, the author draws a conclusion by comparing the results of the subjects. This research belongs to the applied research. After expounding the theoretical basis, the paper puts forward the design model and concrete cases, and designs the relevant experiments according to the guidance of educational technology research methods, organically combining multimedia with early childhood education. This paper discusses the promoting effect of multimedia technology on the development of children's image thinking from the point of view of application.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G434;G612

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 吳美連;基于Web的小學(xué)生形象思維課程開發(fā)與應(yīng)用[D];山西師范大學(xué);2010年

2 胡春春;信息技術(shù)環(huán)境下幼兒早期閱讀能力培養(yǎng)研究[D];河南大學(xué);2011年

3 趙楠;多媒體輔助幼兒園教學(xué)的現(xiàn)狀與對(duì)策研究[D];東北師范大學(xué);2011年

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本文編號(hào)：1886453