【摘要】： 幼兒小組合作學(xué)習(xí)是以小組為單位和活動(dòng)共同體,通過(guò)小組成員間的交流與協(xié)作,最大限度地發(fā)揮幼兒各自的經(jīng)驗(yàn)、知識(shí)優(yōu)勢(shì)和思維特點(diǎn),共同研究討論解決問(wèn)題的方案和思路,形成共同的研究結(jié)果的行為。與傳統(tǒng)教學(xué)相比,幼兒小組合作學(xué)習(xí)突出了幼兒的主體地位,為小組成員的相互溝通、支持與配合提供機(jī)會(huì),培養(yǎng)了幼兒的合作能力和主動(dòng)參與的意識(shí),使其更加充分地展示并發(fā)揮創(chuàng)造潛能。 在《幼兒園教育指導(dǎo)綱要(試行)》的指引下,幼教工作者從觀念上基本認(rèn)識(shí)到幼兒小組合作學(xué)習(xí)的重要性,但是在實(shí)踐中由于種種因素,幼兒小組合作學(xué)習(xí)卻往往被忽略了。如何把幼兒小組合作學(xué)習(xí)的觀念轉(zhuǎn)化為一線教師可以操作的實(shí)踐已經(jīng)成為幼兒園工作中急需解決的問(wèn)題。因此,本研究以一線的幼兒園教師為合作伙伴,以4～6歲幼兒為研究對(duì)象,以馬克思哲學(xué)理論、建構(gòu)主義理論和目標(biāo)結(jié)構(gòu)理論為理論基礎(chǔ),在現(xiàn)場(chǎng)觀察和訪談收集數(shù)據(jù)資料的基礎(chǔ)上,經(jīng)過(guò)統(tǒng)計(jì)分析和案例分析,從幼兒小組合作學(xué)習(xí)行為的背景、主題、組織、類型和結(jié)果五個(gè)不同維度呈現(xiàn)出幼兒小組合作行為的特征。 研究發(fā)現(xiàn):幼兒在小組合作學(xué)習(xí)中雖然是主體,但更多的時(shí)候處于被動(dòng)的地位,而教師卻成為主動(dòng)者,控制著合作行為的開(kāi)啟,左右著幼兒的行為;幼兒的小組合作學(xué)習(xí)行為隨年齡的增長(zhǎng)而呈現(xiàn)逐漸提高的趨勢(shì);對(duì)合作能力的培養(yǎng)以及合作技能的提高應(yīng)成為幼兒教育中不可忽視的問(wèn)題。 同伴間心靈的溝通和默契是幼兒人生的一個(gè)重要能力,教師的作用是促進(jìn)而不是妨礙這種溝通和默契,是讓幼兒真正認(rèn)識(shí)到自己和同伴的價(jià)值而不是感受教師的不當(dāng)權(quán)威。針對(duì)這些問(wèn)題,研究者提出了一些培養(yǎng)4～6歲幼兒小組合作學(xué)習(xí)能力的建議。如采用多種措施,創(chuàng)設(shè)良好的合作情境;指導(dǎo)幼兒與同伴交往的方法,促使產(chǎn)生其高效的合作行為;更新教學(xué)觀念,轉(zhuǎn)變教師角色等。 本研究一方面在一定程度上豐富幼兒小組合作學(xué)習(xí)的理論,提升教師對(duì)幼兒小組合作學(xué)習(xí)的認(rèn)識(shí),為教師培養(yǎng)幼兒合作能力提供有力的理論支持。另一方面,在提高對(duì)幼兒小組合作學(xué)習(xí)的認(rèn)識(shí)和對(duì)幼兒發(fā)展理解的基礎(chǔ)上,將理論和實(shí)踐結(jié)合起來(lái),為幼兒園的實(shí)踐工作提供相應(yīng)的教育策略。
[Abstract]:The cooperative learning of young children group is to take the group as the unit and the community of activities, through the communication and the cooperation among the group members, to maximize the young children's respective experience, knowledge superiority and thinking characteristic. Work together to discuss solutions and ideas, and form the behavior of common research results. Compared with the traditional teaching, cooperative learning in small groups highlights the dominant position of young children, provides opportunities for group members to communicate with each other, supports and collaborates, and cultivates children's cooperative ability and awareness of active participation. Make it more fully display and play to the creative potential. Under the guidance of the guiding Program of Kindergarten Education (trial), the kindergarten educators basically recognize the importance of cooperative learning in early childhood groups from the perspective of the concept, but in practice, the cooperative learning of small groups is often neglected because of various factors. How to transform the concept of group cooperative learning into the practice that teachers can operate has become an urgent problem in kindergarten work. Therefore, this study takes kindergarten teachers as partners, 4-year-old children as research objects, Marxist philosophy theory, constructivism theory and goal structure theory as the theoretical basis. On the basis of on-the-spot observation and interview data collection, through statistical analysis and case analysis, the background, theme and organization of cooperative learning behavior in early childhood groups are analyzed. The five dimensions of type and result showed the characteristics of group cooperative behavior. The study found that children in group cooperative learning although the main, but more often in a passive position, but teachers become active, control the opening of cooperative behavior, affect the behavior of young children; The group cooperative learning behavior of young children gradually increases with the increase of age, and the cultivation of cooperative ability and the improvement of cooperative skills should become the problems that can not be ignored in early childhood education. The communication and tacit understanding between peers is an important ability of children's life. The role of teachers is to promote and not hinder this kind of communication and tacit understanding. It is to make children realize the value of themselves and their peers rather than feel the improper authority of teachers. In order to solve these problems, the researchers put forward some suggestions on how to develop the cooperative learning ability of 4-year-old 6-year-old children. Such as adopting many kinds of measures, creating good cooperation situation, instructing children to communicate with their peers, promoting their effective cooperative behavior, renewing teaching concepts, changing teachers' roles and so on. On the one hand, this study enriches the theory of group cooperative learning to some extent, promotes teachers' understanding of group cooperative learning, and provides strong theoretical support for teachers to cultivate children's cooperative ability. On the other hand, on the basis of improving the understanding of group cooperative learning and understanding of infant development, the theory and practice are combined to provide the corresponding educational strategy for the practical work of kindergarten.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：G612

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