本文選題：概念圖 + 學前教育�。� 參考：《華東師范大學》2006年碩士論文

【摘要】：概念圖日益成為國內外學者研究的熱點。在教育領域中概念圖主要用來作為教學策略、學習工具、評價工具、創(chuàng)造工具、支持合作與交流的工具以及課程設計和開發(fā)的工具等。 本研究從概念圖本身的價值出發(fā)，結合現實的學前教育背景，主要完成了兩大方面的工作： 第一，從理論上論證了概念圖應用于學前教育情境中的可行性和必要性。 第二，結合我國學前教育的實際，，以概念圖為工具開展了三個實驗，考察概念圖作為教學策略和學習工具、評價工具方面的實踐價值。 研究中以采用量的研究方法為主，輔之以質的研究方法。 實驗一用概念圖考察4～5兒童對故事的理解和把握，研究結果表明，概念圖比傳統(tǒng)的教學方式更能有效地幫助兒童對故事內容的理解和掌握。概念圖對男女兒童的學習都有促進作用，不存在性別差異。本實驗在論證概念圖是一種有效的學齡前兒童有意義學習工具和教師教學策略的同時，對學前教育領域開展早期閱讀活動具有一定的啟發(fā)意義。 實驗二用概念圖考察4～6歲兒童對以計算機為核心的信息技術的概念表征，研究結果表明，學齡前兒童在周圍環(huán)境的影響下對計算機等信息技術已有了一個初步的認識。兒童對計算機的認識存在著年齡差異，并表現出一定的性別偏好。本實驗在論證概念圖是一種較好的評價學齡前兒童學習與發(fā)展的工具的同時，對學前教育領域開展信息技術活動具有一定的啟發(fā)意義。 實驗三用概念圖考察幼兒教師對“觀察”的認識和理解。研究結果表明，教師對“觀察”概念的認識還不深入，基本停留在經驗層次，理論認識不足，還沒能真正掌握科學的觀察方法。來自不同地區(qū)的幼兒教師對“觀察”認識的差異在一定程度上驗證了概念圖作為一種評價教師知識和信念的工具的有效性。本實驗對促進幼兒教師專業(yè)素質的發(fā)展具有一定的啟發(fā)意義。 最后，針對概念圖在應用中存在的一些問題，指出了未來努力的方向。
[Abstract]:Concept map has increasingly become a hot topic for scholars at home and abroad. In the field of education, concept maps are mainly used as teaching strategies, learning tools, evaluation tools, creative tools, tools for supporting cooperation and communication, and tools for curriculum design and development. Based on the value of the concept map and the background of preschool education in reality, this study mainly completed two aspects of work: Firstly, it proves the feasibility and necessity of applying concept map to preschool education. Secondly, according to the reality of preschool education in China, three experiments are carried out with the concept map as a tool to investigate the practical value of the concept map as a teaching strategy and learning tool, and to evaluate the practical value of the tool. The research is based on quantitative research method, supplemented by qualitative research method. In the first experiment, we use the concept map to investigate the understanding and grasp of the story in 4Y5 children. The results show that the concept map can help the children to understand and master the story content more effectively than the traditional teaching method. The concept map can promote the learning of boys and girls, and there is no gender difference. This experiment demonstrates that the concept map is an effective tool for preschool children's meaningful learning and teachers' teaching strategies, and it also has some enlightening significance for the early reading activities in the field of preschool education. In the second experiment, the concept map was used to investigate the conceptual representation of computer based information technology among children aged 4 or 6 years old. The results showed that preschool children had a preliminary understanding of information technology such as computer under the influence of the surrounding environment. Children's understanding of computer is different in age and shows a certain gender preference. This experiment demonstrates that the concept map is a good tool to evaluate the learning and development of preschool children, and it has some enlightening significance for the development of information technology activities in preschool education field. In experiment three, the concept map was used to investigate the understanding and understanding of "observation" by preschool teachers. The research results show that the teachers' understanding of the concept of "observation" is not deep enough, and they are basically staying at the level of experience and lack of theoretical understanding, and they have not really grasped the scientific observation method. To a certain extent, the difference in the perception of "observation" among preschool teachers from different regions verifies the validity of the concept map as a tool for evaluating teachers' knowledge and beliefs. This experiment has certain enlightening significance to promote the development of preschool teachers' professional quality. Finally, aiming at some problems existing in the application of concept map, the paper points out the direction of future efforts.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：G610

【共引文獻】

相關期刊論文 前1條

1 郭力平;顏婷婷;;4~6歲兒童對以計算機為核心的信息技術的概念表征[J];心理科學;2006年03期

相關碩士學位論文 前2條

1 郭佳;基于概念圖的英語閱讀形成性測試[D];首都師范大學;2012年

2 侯潔;概念圖在農村高中英語閱讀教學中的應用[D];陜西師范大學;2012年

本文編號：1815687