本文選題：幼兒 + 沉浮　； 參考：《南京師范大學》2008年碩士論文

【摘要】： 目前,概念轉變已成為國際兒童科學教育研究的主流之一。在我國,隨著“做中學”項目的開展,科學教育研究者和教師也逐漸認識到兒童原有科學概念對其科學學習的影響�；诖�,本研究的研究問題是: 1.教學能否促進幼兒沉浮概念轉變?指向概念轉變的教學是否比教導式教學更利于幼兒沉浮概念轉變? 2.指向概念轉變的教學策略是什么? 因此,本研究采用準實驗設計,自變量是兩種教學:指向概念轉變的教學和教導式教學,因變量是幼兒的沉浮概念水平。研究對象為南京市玄武區(qū)某幼兒園中77名大班幼兒(Mean=74.53,Sd=3.88)。將全體幼兒按月齡、性別、沉浮概念水平平均分為三組: 1組:進行指向概念轉變的教學 2組:進行教導式教學 3組:不進行教學 全體幼兒在教學前后均進行測查,利用前后測中1、2組幼兒沉浮概念水平比較兩種教學的效果。 研究結果表明: 1.教學能夠促進幼兒的沉浮概念轉變。 2.沒有足夠證據(jù)表明,指向概念轉變的教學比教導式教學更利于幼兒的沉浮概念轉變。但是,通過指向概念轉變的教學,更多幼兒的沉浮概念水平得到更多種類、更高程度的提升,且幼兒對物體沉浮原因的解釋更加豐富,并趨于正確。 3.指向概念轉變的教學策略: (1)教師應充分了解幼兒概念的原有發(fā)展水平。 (2)教師應在幼兒概念的原有發(fā)展水平的基礎上,通過設計前后相關的系列活動,以及問題情境的創(chuàng)設,幫助幼兒在與材料和他人(教師、同伴)的互動中,發(fā)現(xiàn)活動中蘊含的反例和矛盾事件,從而引發(fā)幼兒的認知沖突。 (3)教師應引導幼兒反思自己對概念的原有理解與反例、矛盾事件之間的沖突,并通過與同伴的交流、爭論,嘗試從不同角度尋找更加合理、有效的解決反例和矛盾事件的方法。
[Abstract]:At present, conceptual transformation has become one of the mainstream of international research on children's science education. In China, with the development of the "learning by doing" project, researchers and teachers of science education have come to realize the influence of children's original scientific concepts on their scientific learning. Based on this, the research questions are as follows: 1. Can teaching promote the change of the concept of children's ups and downs? Is teaching directed to conceptual change more conducive to conceptual change than teaching-oriented teaching? 2. What are the teaching strategies that point to conceptual change? Therefore, this research adopts the quasi-experimental design, independent variable is two kinds of teaching: the teaching which points to the concept change and the teaching type, the dependent variable is the children's ups and downs concept level. The subjects of the study were 77 children in large class in a kindergarten in Xuanwu District of Nanjing. By age, sex, The average level of ups and downs was divided into three groups: one group: two teaching groups with the direction of conceptual change; three groups with teaching style: no teaching All children were tested before and after teaching, The effect of the two kinds of teaching was compared by using the level of ups and downs concept in 1 and 2 groups in the pre-and post-test. The results show that: 1. Teaching can promote children's ups and downs concept change. 2. There is not enough evidence to suggest that teaching directed to conceptual change is more conducive to the ups and downs of conceptual change than teaching-oriented teaching. However, through the teaching of concept change, more children get more kinds of ups and downs concept level, a higher degree of improvement, and children's explanation of the cause of ups and downs of objects is more abundant, and tends to be correct. 3. The teaching strategies that point to conceptual change: (1) teachers should fully understand the original level of development of the concept of young children, (2) teachers should be based on the original level of development of the concept of early childhood. Through the design of related series of activities, and the creation of problem situations, help children to find the counterexamples and contradictory events in the interaction with materials and others (teachers, peers). Teachers should guide children to reflect on their original understanding of concepts, counter examples, conflicts between conflicting events, and argue with their peers. This paper attempts to find more reasonable and effective solutions to counter-cases and contradictions from different angles.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2008
【分類號】：G612

【引證文獻】

相關碩士學位論文 前5條

1 鄭魏;利用概念圖促進概念教學的教學模式研究[D];吉林大學;2011年

2 曾珍;3～6歲幼兒浮力的前概念及其對幼兒科學教育的啟示[D];四川師范大學;2011年

3 錢愿秋;農(nóng)村幼兒園教師科學領域教學準備研究[D];西南大學;2013年

4 陳立力;4-6歲幼兒完成平衡秤任務的研究[D];華東師范大學;2013年

5 童瑤;幼兒園科學探究活動中教師的指導行為研究[D];河北大學;2013年

，

本文編號：2073498