本文關(guān)鍵詞：幼兒園利用家庭、社區(qū)資源進(jìn)行科學(xué)教育的研究　出處：《華東師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 家園社區(qū)合作 家庭資源 社區(qū)資源 科學(xué)教育 資源利用

【摘要】： 幼兒園利用家庭、社區(qū)資源進(jìn)行科學(xué)教育指的是幼兒園利用家庭和社區(qū)中蘊(yùn)含的人力、物力等方面的資源,對(duì)幼兒進(jìn)行科學(xué)態(tài)度、科學(xué)知識(shí)、科學(xué)情感和科學(xué)方法的教育。國內(nèi)外許多研究表明,家庭和社區(qū)中蘊(yùn)含著大量幼兒科學(xué)教育資源,充分利用這類資源可以豐富幼兒的感性經(jīng)驗(yàn),激發(fā)幼兒的探究行為,陶冶幼兒的科學(xué)情感。 本研究采用訪談法、觀察法和實(shí)物分析法,通過對(duì)教師、家長、園長和社區(qū)人員的訪談,對(duì)幼兒園活動(dòng)和社區(qū)資源的實(shí)地考察,以及對(duì)幼兒園相關(guān)資料的收集與分析,分別就幼兒園利用家庭資源和社區(qū)資源進(jìn)行科學(xué)教育的價(jià)值、資源種類、形式、策略和影響因素展開深入研究。 研究結(jié)果表明,幼兒園對(duì)家庭資源的利用取得一定成效,具體表現(xiàn)為:教師認(rèn)識(shí)到家庭資源可以彌補(bǔ)幼兒園科學(xué)教育資源的不足;教師能夠通過多種形式利用各類家庭資源;教師在利用家庭資源的實(shí)踐中積累了一定的策略。但是仍然存在一些不足,具體表現(xiàn)為:教師對(duì)家庭資源的科學(xué)教育價(jià)值缺乏足夠認(rèn)識(shí);教師對(duì)家長參與幼兒科學(xué)教育缺乏細(xì)致深入的指導(dǎo)。 研究結(jié)果還表明,幼兒園開始逐步走向社區(qū),探索社區(qū)資源的利用,具體表現(xiàn)為:教師逐步意識(shí)到社區(qū)資源對(duì)開展幼兒科學(xué)教育的價(jià)值;教師開始關(guān)注社區(qū)中各類科學(xué)教育資源;教師主要利用“走出去”的形式開展幼兒科學(xué)教育。在利用社區(qū)資源進(jìn)行科學(xué)教育上,還有許多問題需要解決:教師對(duì)社區(qū)資源科學(xué)教育價(jià)值的認(rèn)識(shí)不夠全面;教師利用社區(qū)資源開展科學(xué)教育活動(dòng)的能力有待提升;幼兒園與社區(qū)的溝通機(jī)制有待完善。 研究者對(duì)幼兒園利用家庭資源進(jìn)行科學(xué)教育提出如下建議:提升教師開展科學(xué)教育的積極性和使命感;提高家長參與科學(xué)教育的能力;優(yōu)化家庭資源的管理。 研究者還對(duì)對(duì)幼兒園利用社區(qū)資源進(jìn)行科學(xué)教育提出以下建議:一方面幼兒園應(yīng)增強(qiáng)主動(dòng)獲取社區(qū)資源的意識(shí);注重分析各類社區(qū)資源的特點(diǎn);充分利用“請(qǐng)進(jìn)來”這一形式開展科學(xué)教育;探索利用社區(qū)資源開展“走出去”科學(xué)教育活動(dòng)的策略。另一方面社區(qū)應(yīng)加大對(duì)社區(qū)資源的統(tǒng)籌管理;提升社區(qū)資源服務(wù)幼兒園的意識(shí)和功能;開展社區(qū)機(jī)構(gòu)與教育機(jī)構(gòu)的合作研究。
[Abstract]:Kindergarten use of family, community resources for scientific education refers to kindergarten use of the family and the community contained in human, material resources and other aspects of resources, scientific attitude to young children, scientific knowledge. Many studies at home and abroad show that there are a large number of early childhood scientific education resources in the family and community. Making full use of these resources can enrich the emotional experience of young children. Stimulate the children's inquiry behavior, edify the children's scientific emotion. This study adopts interview method, observation method and physical analysis method, through interviews with teachers, parents, garden directors and community personnel, to the kindergarten activities and community resources field investigation. And the collection and analysis of the relevant information of kindergarten, respectively, the use of family resources and community resources for scientific education of the value, resource types, forms, strategies and impact factors to carry out in-depth research. The results show that the use of family resources in kindergartens has achieved some results, which are shown as follows: teachers realize that family resources can make up for the shortage of scientific education resources in kindergartens; Teachers can use all kinds of family resources in many ways; Teachers have accumulated certain strategies in the practice of making use of family resources. However, there are still some shortcomings, which are shown as follows: teachers lack sufficient understanding of the value of scientific education of family resources; Teachers lack detailed guidance for parents to participate in early childhood science education. The results also showed that kindergarten began to gradually move towards the community and explore the use of community resources, which was manifested as follows: teachers gradually realized the value of community resources for the development of early childhood science education; Teachers begin to pay attention to all kinds of scientific education resources in the community; Teachers mainly use the form of "going out" to carry out early childhood science education. There are still many problems to be solved in the use of community resources for scientific education: teachers' understanding of the value of community resources science education is not comprehensive enough; Teachers' ability to use community resources to carry out scientific education activities needs to be improved; The communication mechanism between kindergarten and community needs to be improved. The researchers put forward the following suggestions on the use of family resources to carry out scientific education in kindergartens: promoting teachers' enthusiasm and sense of mission in carrying out scientific education; Improving the ability of parents to participate in science education; Optimize the management of family resources. The researchers also put forward the following suggestions: on the one hand, kindergartens should strengthen the awareness of actively acquiring community resources; Focus on the analysis of the characteristics of all kinds of community resources; Make full use of the form of "invite in" to carry out scientific education; Exploring the strategies of carrying out "going out" scientific education activities with community resources. On the other hand, the community should increase the overall management of community resources; Promoting the consciousness and function of community resource service kindergarten; To carry out cooperative research between community institutions and educational institutions.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G613.3

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前2條

1 陳丹;幼兒園運(yùn)用家庭資源進(jìn)行主題教育的研究[D];華東師范大學(xué);2012年

2 邱瑜;論幼兒園課程的診斷與改進(jìn)[D];華東師范大學(xué);2012年

相關(guān)碩士學(xué)位論文 前2條

1 劉國麗;幼兒園利用家庭資源優(yōu)化物質(zhì)環(huán)境的研究[D];華東師范大學(xué);2011年

2 季奎奎;幼兒園科學(xué)教育內(nèi)容的構(gòu)建研究[D];福建師范大學(xué);2012年

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本文編號(hào)：1384748