本文選題：科學 + 集體教育活動　； 參考：《四川師范大學》2010年碩士論文

【摘要】： 科學集體教育活動是幼兒園科學教育的重要組成部分,對兒童認知、語言、社會性的發(fā)展都有重要作用。隨著對兒童科學教育的研究的不斷深入,兒童的主動探究越來越被研究者關注,讓兒童像科學家一樣學習是兒童科學教育領域一個重要趨勢。但是在實際的幼兒園科學集體活動中兒童是處于什么樣的狀態(tài)呢?具體來說,本研究圍繞幼兒園集體科學活動中的兒童行為,開展了三個方面的研究:首先,在科學集體活動中,兒童的操作時間是否充足,兒童所操作的材料是否有益于兒童的科學探究;其次,兒童在整個科學集體活動與教師的互動中,教師與兒童的地位是否平等,兒童是否有機會提出問題;最后,兒童是否主動與同伴進行互動的,幼幼互動的社會性發(fā)展水平和范圍如何。 因此,本研究采用典型取樣的方法,以成都市四所省級示范幼兒園的12次科學集體活動為樣本,通過對這12個活動中兒童行為的定量和定性分析,發(fā)現(xiàn)在我國最高級別的幼兒園的科學集體活動存在下列問題: 首先,兒童操作的時間較短,難以進行深入的探究。兒童操作行為的控制權在教師,整個活動基本上是按照教師的計劃進行的。教師提供給兒童的操作材料缺乏結構; 其次,從教師與兒童的問答可看出教師的地位高于兒童的地位,教師提問的頻次偏高,兒童幾乎沒有機會向教師提出問題,教師所提問題多為低認知水平的記憶性問題; 最后,兒童與同伴的互動行為總體頻次很少,幼幼互動的社會性發(fā)展水平也處于較低的水平,幼兒之間的合作發(fā)生幾率小。 針對這些問題,筆者提出的教育建議為: 首先,給予兒童充分的操作時間、充分的操作材料以及充分的自己選擇材料的機會。引導兒童主動探究,充分體驗科學活動的過程; 其次,教師要盡量減少自己提問的數量,鼓勵兒童大膽的提出問題,歸還兒童的“話語權”; 最后,引導兒童主動的和同伴對操作結果討論,進而培養(yǎng)兒童與同伴合作的意識;
[Abstract]:Scientific collective education is an important part of kindergarten science education, which plays an important role in the development of children's cognition, language and sociality. With the deepening of the research on children's science education, researchers pay more and more attention to children's active research. It is an important trend in the field of children's science education to let children learn like scientists. But in the actual kindergarten scientific collective activities of children is in what state? Specifically, this study focuses on the behavior of children in collective scientific activities in kindergartens, and carries out three aspects of research: first, whether the children's operation time is sufficient in collective scientific activities. Whether the material operated by the child is useful for the scientific inquiry of the child; secondly, whether the child has equal status with the child in the interaction between the teacher and the teacher throughout the scientific collective activity, and whether the child has the opportunity to ask questions; finally, Whether children take the initiative to interact with their peers, and what is the level and scope of social development of child-child interaction. Therefore, this study adopts the typical sampling method, taking 12 scientific collective activities of four provincial demonstration kindergartens in Chengdu as a sample, through the quantitative and qualitative analysis of children's behavior in these 12 activities. It is found that there are the following problems in the scientific collective activities of the highest level kindergartens in China: first, the time of children's operation is short, so it is difficult to conduct in-depth exploration. The control of children's behavior lies with the teacher, and the whole activity is basically carried out according to the teacher's plan. Secondly, teachers' status is higher than that of children's, and the frequency of teachers' questions is higher than that of children's. Children have little opportunity to ask questions to teachers, most of which are memory problems with low cognitive level. Finally, children's interaction with their peers is generally less frequent. The level of social development of the interaction between young and young is also at a lower level, and the probability of cooperation between children is small. To solve these problems, the author puts forward the following suggestions: first, give children sufficient operating time, sufficient operating materials and sufficient opportunities to choose their own materials. Lead children to explore actively, fully experience the process of scientific activities; secondly, teachers should minimize the number of their own questions, encourage children to ask questions boldly, Finally, the children should be guided to discuss the results of the operation actively and with their peers, so as to foster the awareness of children's cooperation with their peers.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2010
【分類號】：G613.3

【引證文獻】

相關碩士學位論文 前1條

1 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

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本文編號：2104716