【摘要】： 在幼兒的學習過程中，探索性行為是一種很常見的、基本的外向型表現(xiàn)形式，它們是幼兒獲得日常生活經(jīng)驗的一個主要手段，是人類與生俱來的本能，特別是在科學教育中，由于幼兒園科學教育過程的探索性、內(nèi)容的生活化、結(jié)果的經(jīng)驗性，使得幼兒的探索性行為成為必然要發(fā)生的、不可或缺的現(xiàn)象。筆者認為，科學教育中幼兒的探索性行為既反映了幼兒掌握知識、學會學習和創(chuàng)造技能的發(fā)展水平，同時又為他們升入小學、中學乃至大學后進一步的學習打下基礎，因而是一種最有價值的，能促進幼兒全面發(fā)展的途徑和手段。 然而，許多教師并沒有真正把握住這一可能意味著幼兒向?qū)W習跨出一步的時機，探索性行為被作為一種很有教育意義的形式，其教育價值常常被教師作為“破壞性行為”而被忽略掉，甚至常常被扼殺在萌芽的搖籃中。 關于幼兒在科學教育中的探索性行為，以往的有關研究內(nèi)容比較薄弱。筆者通過對幼兒在科學教育中探索性行為以及教師指導情況的觀察研究，從幼兒個體認知因素、環(huán)境因素以及學科特征三個方面挖掘了影響科學教育中幼兒的探索性行為的因素，并詳細地介紹了幾種指導策略。旨在認清幼兒日常生活中經(jīng)常出現(xiàn)的、比較隱含的、包含著幼兒興趣點的探索性行為，，對其進行展開，使幼兒在科學教育中出現(xiàn)的探索性行為得以維持、發(fā)展和深化，促進幼兒體、智、德、美、勞各方面變化發(fā)展的實際、主動地發(fā)生。
[Abstract]:In the process of learning, exploratory behavior is a very common, basic outward-oriented form of expression. It is a major means for children to gain experience in daily life, and it is the innate instinct of human beings, especially in science education. Because of the exploratory nature of the kindergarten science education process, the life of the content and the experience of the result, the exploratory behavior of the young children becomes an inevitable and indispensable phenomenon. The author believes that the exploratory behavior of young children in science education not only reflects the development level of children's knowledge, learning and creative skills, but also lays the foundation for their further study in primary school, middle school and even after college. Therefore, it is the most valuable way and means to promote the all-round development of children. However, many teachers do not really grasp this may mean that young children take a step forward in learning, exploratory behavior as a very educational form, Its educational value is often ignored by teachers as "destructive behavior", and often nipped in the cradle of the bud. On the exploratory behavior of young children in science education, the previous research content is relatively weak. Through the observation and research on the exploratory behavior and teachers' guidance in the scientific education of children, the author analyzes the individual cognitive factors of children. This paper explores the factors that affect the exploratory behavior of young children in science education from three aspects: environmental factors and discipline characteristics, and introduces several guiding strategies in detail. The purpose of this paper is to recognize the explorative behaviors which often occur in the daily life of children, which are more implicit and contain the points of interest of the children, and to carry out the exploratory behaviors in order to maintain, develop and deepen the exploratory behaviors that occur in the scientific education of young children. Promote child health, intelligence, morality, beauty, labor and other aspects of change and development of the actual, active occurrence.
【學位授予單位】：西南師范大學
【學位級別】：碩士
【學位授予年份】：2003
【分類號】：G610

【引證文獻】

相關碩士學位論文 前4條

1 閆慧娟;幼兒教師科學教育活動設計現(xiàn)狀研究[D];西南大學;2011年

2 吳志勤;幼兒園科學課程實施現(xiàn)狀研究[D];西南大學;2008年

3 孫敏;商品住宅小區(qū)配套幼兒園適應性設計研究[D];華南理工大學;2010年

4 徐浩;幼兒園學科領域整合課程中的幼兒學習方式研究[D];重慶師范大學;2012年

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