發(fā)布時(shí)間：2018-04-20 12:44

  本文選題：幼兒教育軟件 + 評(píng)價(jià)機(jī)制　； 參考：《河南大學(xué)》2012年碩士論文

【摘要】：隨著國(guó)家對(duì)幼兒教育信息化的重視，作為計(jì)算機(jī)“頭腦”的幼兒教育軟件也越來(lái)越受到重視，近年來(lái)涌現(xiàn)出了一大批幼兒教育軟件的供應(yīng)商，但是擺在我們面前的是對(duì)幼兒教育軟件的評(píng)價(jià)，什么樣的軟件是優(yōu)秀的、發(fā)展適宜性的。特別是我國(guó)幼兒教育軟件的評(píng)價(jià)還沒(méi)有自成體系，沒(méi)有一個(gè)良好的運(yùn)行機(jī)制。而相對(duì)我國(guó)幼兒教育軟件評(píng)價(jià)機(jī)制發(fā)展情況，國(guó)外發(fā)達(dá)國(guó)家的幼兒教育軟件評(píng)價(jià)機(jī)制發(fā)展比較成熟。為此，本文致力于國(guó)外發(fā)達(dá)國(guó)家（美國(guó)、英國(guó)和新西蘭）幼兒教育軟件評(píng)價(jià)機(jī)制研究，試圖為我國(guó)家庭或者學(xué)校選購(gòu)教育軟件時(shí)提供指導(dǎo)性幫助，在借鑒國(guó)外幼兒教育軟件評(píng)價(jià)機(jī)制的先進(jìn)經(jīng)驗(yàn)的基礎(chǔ)上，為我國(guó)的幼兒教育軟件評(píng)價(jià)機(jī)制的建設(shè)與發(fā)展提供可參考的信息。 本文首先對(duì)國(guó)內(nèi)外的相關(guān)文獻(xiàn)進(jìn)行了檢索，對(duì)有關(guān)幼兒教育軟件評(píng)價(jià)的數(shù)據(jù)資料進(jìn)行了梳理，在全面了解我國(guó)以及全球的幼兒教育軟件評(píng)價(jià)機(jī)制的基礎(chǔ)上，以CITESPACE為工具，，以其生成的科學(xué)知識(shí)圖譜為基礎(chǔ)，分別選擇了美國(guó)、英國(guó)和新西蘭幼兒教育軟件評(píng)價(jià)機(jī)制進(jìn)行介紹與分析。 本文以文獻(xiàn)研究法和比較研究法為主要的研究方法，主要通過(guò)學(xué)術(shù)數(shù)據(jù)庫(kù)搜索論文，查閱相關(guān)機(jī)構(gòu)網(wǎng)站以及相關(guān)文獻(xiàn)資料的收集，在對(duì)資料理解、深入研究的基礎(chǔ)上，對(duì)美國(guó)、英國(guó)和新西蘭的幼兒教育軟件評(píng)價(jià)機(jī)制進(jìn)行系統(tǒng)的闡述。本文主要進(jìn)行了以下幾個(gè)方面的工作： ①在對(duì)國(guó)內(nèi)外幼兒教育軟件評(píng)價(jià)研究綜述的基礎(chǔ)上，對(duì)本文的選題以及其選題意義和可行性進(jìn)行了闡述。由于我國(guó)幼兒教育信息化以及幼兒教育軟件處于剛剛起步的階段，而國(guó)外發(fā)達(dá)國(guó)家這方面發(fā)展的比我國(guó)成熟，因此借鑒國(guó)外先進(jìn)的經(jīng)驗(yàn)是我國(guó)幼兒教育軟件評(píng)價(jià)發(fā)展的必然過(guò)程。第二部分對(duì)幼兒教育軟件和評(píng)價(jià)機(jī)制的概念做了詳細(xì)的解釋?zhuān)诒疚闹性u(píng)價(jià)機(jī)制主要包括評(píng)價(jià)主體、評(píng)價(jià)標(biāo)準(zhǔn)、評(píng)價(jià)過(guò)程等方面。 ②通過(guò)了解中外幼兒教育軟件評(píng)價(jià)機(jī)制的現(xiàn)狀，發(fā)現(xiàn)我國(guó)幼兒教育軟件評(píng)價(jià)存在的問(wèn)題以及評(píng)價(jià)機(jī)制中存在的問(wèn)題，如評(píng)價(jià)主體單一、評(píng)價(jià)過(guò)程不透明等問(wèn)題。本文選擇了美國(guó)、英國(guó)和新西蘭為發(fā)達(dá)國(guó)家幼兒教育軟件評(píng)價(jià)機(jī)制的代表國(guó)家，分析這些國(guó)家的幼兒教育軟件評(píng)價(jià)主體、評(píng)價(jià)方法和標(biāo)準(zhǔn)、評(píng)價(jià)過(guò)程等方面對(duì)這些國(guó)家的評(píng)價(jià)機(jī)制有一個(gè)全面的了解。美國(guó)的幼兒教育軟件評(píng)價(jià)最顯著的特點(diǎn)就是評(píng)價(jià)多元化，評(píng)價(jià)標(biāo)準(zhǔn)層次性較強(qiáng)，精度高；英國(guó)的幼兒教育軟件評(píng)價(jià)的模式與美國(guó)的很像，相對(duì)沒(méi)有美國(guó)的多元，但是該國(guó)家較重視獎(jiǎng)項(xiàng)的設(shè)立；新西蘭幼兒教育軟件評(píng)價(jià)機(jī)制相對(duì)較簡(jiǎn)單，但是該國(guó)家政府對(duì)幼兒教育軟件評(píng)價(jià)的支持是其他國(guó)家所沒(méi)有，也是值得我們學(xué)習(xí)的。 ③論文的最后，在以上研究的基礎(chǔ)上，啟示我國(guó)幼兒教育軟件評(píng)價(jià)機(jī)制，將三個(gè)國(guó)家的共同點(diǎn)總結(jié)并借鑒他們的先進(jìn)經(jīng)驗(yàn)。這些啟示分別是：建立我國(guó)幼兒教育軟件多元評(píng)價(jià)主體、制定適合我國(guó)國(guó)情的評(píng)價(jià)標(biāo)準(zhǔn)、評(píng)價(jià)過(guò)程規(guī)范化和透明化等，希望政府能支持幼兒教育軟件評(píng)價(jià)機(jī)制發(fā)展，關(guān)注少數(shù)民族以及建立軟件評(píng)價(jià)導(dǎo)航網(wǎng)站，通過(guò)以上研究和相關(guān)的啟示，期望推動(dòng)我國(guó)幼兒教育軟件評(píng)價(jià)機(jī)制的進(jìn)程。論文結(jié)尾指出了研究的不足與以后努力方向。
[Abstract]:With the attention of the country to the information of preschool education, the software of preschool education, as the "mind" of the computer, has been paid more and more attention. In recent years, a large number of suppliers of preschool education software have emerged, but the evaluation of the software for preschool education is in front of us. What kind of software is excellent and is suitable for development. It is that the evaluation of China's early childhood education software has not been established and has no good operating mechanism. But compared with the development of the evaluation mechanism of early childhood education software in China, the development of the evaluation mechanism of early childhood education software in developed countries is relatively mature. Therefore, this article is devoted to the early childhood education in developed countries (United States, Britain and New Zealand). The study of software evaluation mechanism tries to provide guidance for the purchase of educational software for families or schools in China. On the basis of the advanced experience of foreign kindergarten education software evaluation mechanism, it provides reference information for the construction and development of the evaluation mechanism of early childhood education software in China.
This paper first retrieves the relevant literature at home and abroad, combs the data of the evaluation of early childhood education software, and on the basis of a comprehensive understanding of the evaluation mechanism of early childhood education software in China and the world, selects the United States, the United Kingdom and the new knowledge map based on CITESPACE as a tool and based on its generated scientific knowledge map. The introduction and analysis of New Zealand preschool education evaluation mechanism of software.
In this paper, the main research methods are literature research method and comparative study method, mainly through the academic database search paper, consulting the relevant agency website and the collection of related documents. On the basis of information understanding and in-depth study, this paper systematically expounds the evaluation mechanism of young children education software in the United States, Britain and New Zealand. The main work has been done in the following aspects:
On the basis of the review of the evaluation and Research on the software of early childhood education at home and abroad, this paper expounds the topic of this paper and the significance and feasibility of the selection of this topic. Because the information of preschool education and the software of preschool education are in the just start stage, the developed countries in foreign countries are more mature than our country in this respect, so learn from the advanced foreign countries. The experience is the inevitable process of the development of the evaluation of early childhood education software in China. In the second part, the concept of early childhood education software and evaluation mechanism is explained in detail. In this article, the evaluation mechanism mainly includes the evaluation subject, the evaluation standard, the evaluation process and so on.
Secondly, through the understanding of the present situation of the evaluation mechanism of Chinese and foreign children's education software, we find the problems in the evaluation of China's early childhood education software and the problems in the evaluation mechanism, such as the single evaluation subject and the opaque evaluation process. This paper chooses the United States, the United Kingdom and New Zealand as the representative country of the evaluation mechanism of early childhood education software in developed countries. There is a comprehensive understanding of the evaluation mechanism of these countries, such as the evaluation methods and standards, the evaluation process and so on. The most significant characteristics of the evaluation of the American preschool education software are the evaluation of diversification, the high level of evaluation standards and the high accuracy; the evaluation of the English Education software for early childhood education in the United Kingdom. The price model is very similar to that of the United States, rather than the United States, but the country pays more attention to the establishment of the award; the New Zealand education software for early childhood education is relatively simple, but the government's support for the evaluation of early childhood education software is not in other countries and is worth learning.
At the end of the thesis, on the basis of the above research, the paper gives inspiration to the evaluation mechanism of China's early childhood education software, and summarizes the common points of the three countries and draws lessons from their advanced experiences. These revelations are as follows: establishing the multi-component evaluation subject of China's early childhood education software, making the evaluation criteria suitable for the national conditions of our country, and the standardization and transparency of the evaluation process. In the hope that the government can support the development of the evaluation mechanism of the early childhood education software, pay attention to the minority and establish the software evaluation navigation website. Through the above research and the related enlightenment, we hope to promote the process of the evaluation mechanism of the software for early childhood education in China. The end of the paper points out the shortage of the research and the future direction.

【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：TP391.6

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉紅敏;劉淑鳳;;論建構(gòu)主義學(xué)習(xí)理論對(duì)幼兒教育軟件評(píng)價(jià)的啟示[J];吉林省教育學(xué)院學(xué)報(bào)(下旬);2012年11期

本文編號(hào)：1777788