【摘要】：幼兒園數(shù)學(xué)活動(dòng)作為促進(jìn)兒童領(lǐng)域發(fā)展的一種重要的專(zhuān)項(xiàng)活動(dòng)與途徑，已引起幼教界的廣泛關(guān)注。長(zhǎng)期以來(lái)，認(rèn)識(shí)到兒童對(duì)數(shù)理邏輯知識(shí)的掌握不是來(lái)自于被操作的對(duì)象本身，而是來(lái)自于兒童的行動(dòng)以及這些行動(dòng)的協(xié)調(diào)的、基于建構(gòu)主義的數(shù)學(xué)學(xué)習(xí)觀在幼兒園數(shù)學(xué)教育領(lǐng)域得到了充分的認(rèn)識(shí)和體現(xiàn)，注重兒童與材料互動(dòng)，提倡個(gè)體操作的數(shù)學(xué)活動(dòng)模式得到了大力推崇。然而，20世紀(jì)90年代以來(lái)，隨著社會(huì)建構(gòu)主義理論流派的興起以及其在國(guó)際科學(xué)教育改革中所產(chǎn)生的影響，強(qiáng)調(diào)數(shù)學(xué)知識(shí)與概念的獲得不僅是一個(gè)認(rèn)知過(guò)程，更是交往過(guò)程，是社會(huì)協(xié)商的結(jié)果并提倡學(xué)習(xí)環(huán)境需要更多的交互支持與合作的、基于社會(huì)建構(gòu)主義理論的數(shù)學(xué)學(xué)習(xí)觀逐漸開(kāi)始成為數(shù)學(xué)教育領(lǐng)域中的熱門(mén)話題。籍此，站在社會(huì)建構(gòu)主義理論的視角，可以引發(fā)我們對(duì)我國(guó)幼兒園數(shù)學(xué)教育活動(dòng)的重新思考和審視。 本研究從社會(huì)建構(gòu)理論的視角出發(fā)，借助質(zhì)的研究方法，，采用個(gè)案式研究對(duì)幼兒園數(shù)學(xué)活動(dòng)案例展開(kāi)分析與解讀，通過(guò)進(jìn)入現(xiàn)場(chǎng)式的實(shí)地觀察、訪談以及前期的文獻(xiàn)搜集和問(wèn)卷調(diào)查，以探究和回答幼兒園數(shù)學(xué)活動(dòng)中有助于兒童數(shù)概念建構(gòu)的真實(shí)情境創(chuàng)設(shè)，發(fā)生在兒童之間、兒童與教師之間的互動(dòng)交往以及教師在支持兒童數(shù)學(xué)學(xué)習(xí)中的角色等相關(guān)問(wèn)題。 在對(duì)數(shù)學(xué)活動(dòng)案例揭示與討論的基礎(chǔ)上，作者對(duì)重新審視和反思我國(guó)幼兒園數(shù)學(xué)教育活動(dòng)提出如下啟示和建議：(1)在幼兒園數(shù)學(xué)活動(dòng)中，除了讓兒童動(dòng)手操作之外，還應(yīng)當(dāng)提供給兒童一定的真實(shí)情境和背景；(2)在幼兒園數(shù)學(xué)活動(dòng)中，除了幫助兒童發(fā)展提出問(wèn)題的技能外，還應(yīng)當(dāng)鼓勵(lì)兒童互動(dòng)對(duì)話、共同建構(gòu)；(3)雖然運(yùn)算對(duì)于兒童來(lái)說(shuō)是困難的，但教師也應(yīng)當(dāng)明白在一定的情境和教師的支架、推動(dòng)下，數(shù)學(xué)概念和技能的獲得也是可能的。教師在兒童的數(shù)學(xué)學(xué)習(xí)中應(yīng)當(dāng)是一個(gè)既不違背數(shù)的概念，又不違背兒童的、積極而有立場(chǎng)的共同建構(gòu)者。
[Abstract]:Mathematical activities in kindergartens, as an important special activity and way to promote the development of children's field, have aroused widespread concern in kindergarten education circles. For a long time, it has been recognized that children's mastery of mathematical logic knowledge does not come from the object of operation itself, but from the actions of children and the coordination of these actions, based on the constructor. The concept of righteous mathematics learning has been fully recognized and embodied in the field of Kindergarten Mathematics education. It emphasizes the interaction between children and materials and advocates individual operation. However, since the 1990s, with the rise of social constructivism theory and its emergence in the reform of International Science Education The influence emphasizes that the acquisition of mathematical knowledge and concepts is not only a cognitive process, but also a communicative process. It is the result of social consultation and advocates that the learning environment needs more mutual support and cooperation. The concept of mathematical learning based on social constructivism theory has gradually become a hot topic in the field of mathematical education. From the perspective of social constructivism theory, we can rethink and review our Kindergarten Mathematics Education activities.
From the perspective of social construction theory and with the help of qualitative research methods, this study analyzes and interprets the cases of Kindergarten Mathematics Activities by case study. Through on-the-spot observation, interviews, literature collection and questionnaires, this study explores and answers the problems that contribute to the construction of children's number concept in Kindergarten Mathematics activities. The creation of constructive real situation occurs among children, the interaction between children and teachers, and the role of teachers in supporting children's mathematics learning.
On the basis of discussing and revealing the cases of mathematics activities, the author puts forward the following enlightenments and suggestions for re-examining and reflecting on the activities of mathematics education in kindergartens in China: (1) in Kindergarten Mathematics activities, besides letting children do their own work, they should also provide children with certain real situations and backgrounds; (2) in Kindergarten Mathematics activities, the author puts forward some suggestions for re-examining and reflecting on the activities In addition to helping children develop problem-posing skills, children should also be encouraged to engage in interactive dialogue and construct together; (3) Although computing is difficult for children, teachers should also understand that under certain circumstances and the support of teachers, the acquisition of mathematical concepts and skills is possible. It is a positive and constructive co constructor who neither violates the concept of numbers nor violates children.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類(lèi)號(hào)】：G613

【引證文獻(xiàn)】

中國(guó)期刊全文數(shù)據(jù)庫(kù) 前1條

1 劉晶波;王磊;孫永霞;;1996～2006年我國(guó)學(xué)前教育領(lǐng)域研究選題的狀況與分析——基于三所高校碩士、博士學(xué)位論文的研究[J];學(xué)前教育研究;2007年09期

中國(guó)碩士學(xué)位論文全文數(shù)據(jù)庫(kù) 前3條

1 王曉麗;中班數(shù)學(xué)集體教學(xué)活動(dòng)中幼兒游戲性表現(xiàn)的現(xiàn)狀研究[D];南京師范大學(xué);2011年

2 朱若華;幼兒園活動(dòng)區(qū)材料投放方式與兒童行為的研究[D];華東師范大學(xué);2005年

3 沈曉燕;幼兒園活動(dòng)區(qū)自制玩學(xué)具及其效用研究[D];華東師范大學(xué);2007年

本文編號(hào)：2213781