【摘要】： 幼兒園數(shù)學(xué)教育一直是我國教育界十分關(guān)心的領(lǐng)域。伴隨著社會的急劇變化和經(jīng)濟(jì)的迅猛發(fā)展，不僅數(shù)學(xué)科學(xué)本身在發(fā)展，，也對公民的數(shù)學(xué)素養(yǎng)提出了新的要求；學(xué)習(xí)理論的發(fā)展給幼兒數(shù)學(xué)教育帶來了新的啟示，數(shù)學(xué)教育的觀念和方法都發(fā)生了變化。我國于2001年6月新頒布了《幼兒園教育指導(dǎo)綱要(試行)》，《綱要》遵循素質(zhì)教育的精神，對幼兒園數(shù)學(xué)教育的目標(biāo)、地位、作用提出了新的規(guī)定和要求，反映了對早期數(shù)學(xué)教育的重視。然而，面臨著社會的變化、教育理論的發(fā)展和國家對幼兒園數(shù)學(xué)教育的新要求，現(xiàn)在幼兒園數(shù)學(xué)教育的狀況如何呢?存在一些什么樣的問題呢?應(yīng)當(dāng)進(jìn)行哪些必要的改革呢?本研究正是圍繞這些問題而展開的。 本研究運(yùn)用測評、訪談和觀察三種研究方法，對大班幼兒在數(shù)學(xué)領(lǐng)域發(fā)展的現(xiàn)狀、幼兒園數(shù)學(xué)教育中存在的問題進(jìn)行了分析和研究。研究發(fā)現(xiàn)，幼兒園數(shù)學(xué)教育的目標(biāo)、內(nèi)容、方法和評價都存在一定程度的問題。盡管數(shù)學(xué)教育的目標(biāo)與新綱要精神基本一致，可是并沒能發(fā)揮指導(dǎo)教育實(shí)踐的作用；內(nèi)容局限于知識傳授和技能訓(xùn)練，不關(guān)心幼兒在數(shù)學(xué)領(lǐng)域的態(tài)度，情感和能力的發(fā)展；教學(xué)方法單一，教學(xué)過程缺乏建構(gòu)性的互動和交流，幼兒的獨(dú)特個性沒有得到應(yīng)有的重視和尊重；評價方法沒能充分發(fā)揮評價的教育作用。這些問題影響了幼兒發(fā)展對數(shù)學(xué)學(xué)習(xí)的積極情感、態(tài)度；影響了幼兒數(shù)學(xué)知識技能的掌握，以及數(shù)學(xué)思想方法和思維能力的發(fā)展。 本文最后以研究的結(jié)論為基礎(chǔ)，提出了相應(yīng)的教育建議，并提出了今后需要繼續(xù)研究的課題。
[Abstract]:Kindergarten mathematics education has been a very concerned field of education in our country. With the rapid changes of society and the rapid development of economy, not only the mathematical science itself is developing, but also the citizens' mathematical literacy has put forward new requirements. The development of learning theory has brought new enlightenment to infant mathematics education, and the concepts and methods of mathematics education have all changed. In June 2001, China promulgated the guiding Program of Kindergarten Education (trial), which follows the spirit of quality-oriented education and puts forward new regulations and requirements for the goal, status and function of kindergarten mathematics education. It reflects the importance of early mathematics education. However, in the face of social changes, the development of educational theory and the new requirements of kindergarten mathematics education, what is the status of kindergarten mathematics education? What kind of problems are there? What necessary reforms should be made? This research is carried out around these problems. The present situation of the development of large class children in mathematics field and the existing problems in kindergarten mathematics education were analyzed and studied by means of evaluation, interview and observation. It is found that there are some problems in the goal, content, method and evaluation of kindergarten mathematics education. Although the goal of mathematics education is basically consistent with the spirit of the new outline, it does not play a role in guiding educational practice, and its content is limited to knowledge imparting and skill training, and it does not care about the development of children's attitude, emotion and ability in the field of mathematics. The teaching method is single, the teaching process is short of constructive interaction and communication, the children's unique personality has not received due attention and respect, and the evaluation method has not been able to give full play to the educational function of evaluation. These problems affect the positive emotion and attitude of children's development to mathematics learning, the mastery of children's mathematics knowledge and skills, and the development of mathematics thought method and thinking ability. Finally, based on the conclusion of the research, this paper puts forward the corresponding educational suggestions, and puts forward some topics that need to be further studied in the future.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2003
【分類號】：G613

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 陳曼麗;幼兒園教學(xué)用書評價研究[D];哈爾濱師范大學(xué);2012年

2 付晶艷;大班幼兒家庭數(shù)學(xué)教育研究[D];華中師范大學(xué);2012年

3 葉飛偉;使用不同課程幼兒園教師數(shù)學(xué)教學(xué)行為的差異研究[D];浙江師范大學(xué);2012年

本文編號：2340042