【摘要】： 隨著經(jīng)濟、政治、文化的全球化發(fā)展,社會進入了高速發(fā)展的時期,人類比任何時候都需要增進彼此的交往與合作。隨著在社會生活中合作能力重要性的日益突顯,合作學習在幼兒教育領(lǐng)域也越來越受到重視。但是,關(guān)于幼兒體育活動中合作學習的研究卻不多見。筆者通過實地觀察幼兒園體育活動中合作學習的開展,歸納、總結(jié)和提煉了有效促進幼兒合作學習的指導策略,從而為幼兒園教師的實踐活動提供參考。 本研究主要由四個部分組成: 第一部分,創(chuàng)設合作條件,激發(fā)幼兒體育合作學習的興趣。本部分結(jié)合實際案例闡述了在體育活動中開展幼兒合作學習的三個基礎條件,即選擇適宜的合作學習任務、培養(yǎng)合作技能以及建立個人責任。 第二部分,在體育活動中建構(gòu)幼兒合作學習小組。合作學習小組是幼兒在體育活動中進行合作學習的載體,本部分闡述了如何有效建構(gòu)合作學習小組。小組性質(zhì)有同質(zhì)小組和異質(zhì)小組兩種。小組結(jié)構(gòu)有基礎小組、非正式小組、正式小組;小組規(guī)�？筛鶕�(jù)任務、材料、幼兒原有經(jīng)驗、合作進程等因素來確定;在合作學習中可以通過幼兒自由組合、教師分組、師幼協(xié)商分組來建構(gòu)合作學習小組;最后需要建立小組認同感和凝聚力。 第三部分,在體育活動中利用規(guī)則規(guī)范幼兒合作學習過程。規(guī)則的制定者主要以教師為主,幼兒在教師協(xié)助下也可嘗試自主制定規(guī)則。本文從三個維度對規(guī)則的類型進行劃分,根據(jù)規(guī)則的外顯程度可分為顯性規(guī)則和隱形規(guī)則;根據(jù)規(guī)則的可變程度可分為臨時性規(guī)則、調(diào)適性規(guī)則與恒定性規(guī)則;根據(jù)規(guī)則的適用范圍可劃分為:普適性規(guī)則和特異性規(guī)則。規(guī)則意識和規(guī)則行為的培養(yǎng)方法有榜樣示范法、體驗法、自定規(guī)則法、環(huán)境強化法等。 第四部分,在體育活動中建立幼兒合作學習的積極相互依賴。積極的相互依賴包括:目標互賴、材料互賴、角色互賴、獎勵互賴等。
[Abstract]:With the globalization of economy, politics and culture, society has entered a period of rapid development. With the increasing importance of cooperative ability in social life, cooperative learning has been paid more and more attention in the field of early childhood education. However, the study of cooperative learning in infant sports activities is rare. By observing the development of cooperative learning in kindergarten sports activities, the author summarizes, summarizes and extracts the guiding strategies to effectively promote the cooperative learning of young children, thus providing a reference for the practical activities of kindergarten teachers. This research mainly consists of four parts: the first part, create cooperation conditions, stimulate children's interest in sports cooperative learning. This part expounds the three basic conditions of carrying out cooperative learning in sports activities, that is, choosing suitable cooperative learning tasks, cultivating cooperative skills and establishing personal responsibility. The second part, constructs the child cooperation study group in the sports activity. Cooperative learning group is the carrier of cooperative learning in sports activities. This part expounds how to construct cooperative learning group effectively. There are two groups: homogeneous group and heterogeneous group. The group structure has basic group, informal group, formal group; group size can be determined according to tasks, materials, children's original experience, cooperation process and so on; in cooperative learning, teachers can be grouped through the free combination of young children. To construct cooperative learning group, we need to establish group identity and cohesion. The third part, use rules to standardize the process of cooperative learning in sports activities. The rules are mainly made by teachers, and children can also try to make rules by themselves with the help of teachers. This paper divides the types of rules from three dimensions, according to the explicit degree of rules can be divided into explicit rules and invisible rules, according to the variable degree of rules can be divided into temporary rules, adaptability rules and invariance rules. According to the scope of application of the rules can be divided into: universal rules and specific rules. The training methods of rule consciousness and behavior include model law, experience method, self-rule method, environment reinforcement method and so on. The fourth part, establish the positive interdependence of children's cooperative learning in sports activities. Positive interdependence includes: goal interdependence, material interdependence, role interdependence, reward interdependence, etc.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2010
【分類號】：G613.7

【引證文獻】

相關(guān)碩士學位論文 前1條

1 王金芳;4-5歲幼兒美工區(qū)小組學習研究[D];南京師范大學;2011年

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本文編號：2275126