發(fā)布時(shí)間：2019-04-02 11:22

【摘要】： 幼兒園利用社區(qū)資源進(jìn)行社會(huì)領(lǐng)域教育是指幼兒園利用社區(qū)的人力資源、物質(zhì)資源、文化資源對(duì)幼兒進(jìn)行社會(huì)認(rèn)知、社會(huì)情感、社會(huì)行為等方面的教育。研究者首先綜述了大量的國(guó)內(nèi)外相關(guān)文獻(xiàn),對(duì)該研究問(wèn)題有了初步的感性認(rèn)識(shí)。在此基礎(chǔ)上,研究者確定以社會(huì)建構(gòu)理論、情境教學(xué)理論、多元智能理論為理論基礎(chǔ)。本研究有助于幼兒園與家庭、社區(qū)合作共育內(nèi)容理論的豐富,為幼兒園社會(huì)領(lǐng)域教育活動(dòng)的開(kāi)展進(jìn)行實(shí)踐指導(dǎo)。 研究者通過(guò)訪談法、觀察法、實(shí)物分析法對(duì)幼兒園利用社區(qū)資源進(jìn)行社會(huì)領(lǐng)域教育的問(wèn)題進(jìn)行了研究,主要研究幼兒園利用社區(qū)資源進(jìn)行社會(huì)領(lǐng)域教育的價(jià)值、內(nèi)容、途徑、方法、形式、手段。 研究結(jié)果表明,社區(qū)資源作為幼兒園社會(huì)領(lǐng)域教育的資源優(yōu)勢(shì)顯著,具體表現(xiàn)為:社區(qū)為幼兒園社會(huì)領(lǐng)域教育提供了多種資源;家長(zhǎng)是幼兒園社會(huì)領(lǐng)域教育的重要伙伴;兒童社會(huì)性在社區(qū)活動(dòng)中得到潛移默化的提高;節(jié)日活動(dòng)是幼兒園社會(huì)領(lǐng)域教育的重要途徑。但是幼兒園在利用社區(qū)資源對(duì)幼兒進(jìn)行社會(huì)領(lǐng)域教育時(shí),也存在一些不足:幼兒教師對(duì)社區(qū)資源的挖掘和利用不夠充分,對(duì)社會(huì)領(lǐng)域教育認(rèn)識(shí)不夠深入,對(duì)社會(huì)領(lǐng)域教育的思考和總結(jié)能力不強(qiáng)。 研究者最后提出了以下幾條建議:教師應(yīng)利用社區(qū)資源探索社會(huì)領(lǐng)域教育的主題,應(yīng)深化對(duì)社會(huì)領(lǐng)域教育的認(rèn)識(shí),應(yīng)開(kāi)闊社會(huì)領(lǐng)域教育路徑的視野,應(yīng)提高自己的教育教學(xué)專業(yè)修養(yǎng)。
[Abstract]:Kindergarten uses the community resources to carry on the social domain education refers to the kindergarten uses the community human resources, the material resources, the cultural resources carries on the social cognition, the social emotion, the social behavior and so on to the infant education. The researchers first reviewed a large number of relevant literatures at home and abroad, and had a preliminary perceptual understanding of this research problem. On this basis, the researchers determine the social construction theory, situation teaching theory, multi-intelligence theory as the theoretical basis. This study is helpful to enrich the theory of cooperative education between kindergarten and family and community, and provide practical guidance for the development of educational activities in the social field of kindergarten. Through interview method, observation method and physical analysis method, the researcher studies the problem of kindergarten using community resources to carry on the social domain education, mainly studies the value, content and way of kindergarten using community resources to carry on the social domain education. Method, form, means. The results show that community resources, as a resource advantage of kindergarten social education, include: community provides a variety of resources for kindergarten social field education, parents are important partners in kindergarten social field education, and parents are important partners in kindergarten social field education, and their parents are the most important partners in kindergarten social field education. Children's sociality has been improved imperceptibly in community activities, and festive activity is an important way of education in the social field of kindergarten. However, kindergarten also has some deficiencies when it makes use of community resources to educate young children in the social field: preschool teachers are not enough to excavate and utilize community resources, and their understanding of social education is not deep enough. The ability to think and summarize the education in the social field is not strong. Finally, the researchers put forward the following suggestions: teachers should make use of community resources to explore the theme of social education, deepen their understanding of social education, and broaden the vision of social education path. We should improve our professional cultivation in education and teaching.
【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】：2007
【分類號(hào)】：G617

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本文編號(hào)：2452519