本文選題：5—6歲幼兒 + 故事��； 參考：《陜西師范大學(xué)》2008年碩士論文

【摘要】： 幼兒故事在幼兒發(fā)展和幼兒園教學(xué)中起著非常重要的作用,幼兒在不同的故事活動(dòng)中表現(xiàn)出不同的思維特點(diǎn)。在有效運(yùn)用故事促進(jìn)幼兒的發(fā)展和幼兒園的教學(xué)中,如何根據(jù)幼兒的思維特點(diǎn)選擇和運(yùn)用適合幼兒的故事顯得至關(guān)重要。因此,了解不同年齡階段幼兒在不同的故事活動(dòng)中表現(xiàn)出的思維特點(diǎn)就是一個(gè)非常重要和關(guān)鍵的問(wèn)題。 本研究選取陜西省政府機(jī)關(guān)幼兒園大三班5—6歲間的32名幼兒作為研究對(duì)象,采用觀察、談話、臨床等方法,通過(guò)幼兒自主講述、幼兒連環(huán)故事以及幼兒故事排序三個(gè)活動(dòng)收集質(zhì)性材料,將所收集到的材料運(yùn)用定量和定性相結(jié)合的方式進(jìn)行分析,試圖得出不同的故事活動(dòng)中幼兒的思維表現(xiàn)。研究表明,在不同的故事活動(dòng)中,5—6歲的幼兒在故事思維上表現(xiàn)出復(fù)雜性、個(gè)別差異性、動(dòng)態(tài)性、外顯性等特點(diǎn)。幼兒的性格特點(diǎn)、表述方式、觀察能力、已有知識(shí)經(jīng)驗(yàn)和邏輯判斷能力等影響著幼兒故事思維的表現(xiàn)和發(fā)展。 基于相關(guān)的研究和分析,我們認(rèn)為針對(duì)5—6歲幼兒復(fù)雜的故事思維表現(xiàn),以及鮮明的個(gè)體差異性,在具體的幼兒故事活動(dòng)中要關(guān)注這樣一些方面:故事材料和故事活動(dòng)要給幼兒故事思維的發(fā)展提供空間和支持;幼兒的故事材料應(yīng)該從靜態(tài)轉(zhuǎn)向動(dòng)靜結(jié)合;關(guān)注幼兒的多元需求;在與幼兒的故事活動(dòng)過(guò)程中,盡量的與幼兒進(jìn)行分享閱讀;為每個(gè)幼兒的發(fā)展提供最大的可能。
[Abstract]:Children's stories play a very important role in children's development and kindergarten teaching. Children have different thinking characteristics in different story activities. In the effective use of stories to promote the development of children and kindergarten teaching, how to choose and use stories suitable for children according to their thinking characteristics is very important. Therefore, it is a very important and key problem to understand the thinking characteristics of children of different ages in different story activities. In this study, 32 children aged 5 to 6 years old in the third year kindergarten of Shaanxi Provincial Government were selected as the research objects. The study adopted observation, conversation, clinical methods and other methods to tell the children by themselves. In order to find out the thinking performance of children in different story activities, children's serial stories and story ordering activities collect qualitative materials, which are analyzed by the combination of quantitative and qualitative methods. The study shows that children aged 5 to 6 years old in different story activities have the characteristics of complexity, individual difference, dynamic and external dominance in their story thinking. Children's character, expression, observation ability, knowledge and experience and logical judgment ability affect the performance and development of children's story thinking. Based on the relevant research and analysis, we believe that the complex story thinking performance of children aged 5-6, as well as the distinct individual differences, The following aspects should be paid attention to in the specific activities of young children's stories: story materials and story activities should provide space and support for the development of children's story thinking, and children's story materials should be changed from static to dynamic and dynamic. Pay attention to the multiple needs of children; in the process of story activities with children, try to share reading with children; provide the greatest possible for the development of each child.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G613

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 康凌云;百年中國(guó)幼教改革中的故事活動(dòng)研究[D];華東師范大學(xué);2010年

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本文編號(hào)：2073478