【摘要】：二十世紀以來,越來越多的研究者關注到幼兒對于周圍世界的原有認識,并不斷揭示出幼兒的超乎人們想象的認知能力,我們的幼兒園教育也強調要以幼兒的已有經驗為基礎。然而在現實生活中,人們卻容易不知不覺地低估幼兒,也沒有真正去發(fā)現幼兒所擁有的已有經驗。本研究試圖發(fā)現幼兒關于“浮力”的前概念現狀,以期為進一步了解幼兒、反思現有教學做出努力。 本研究選取成都市某幼兒園大班、中班、小班的共48名幼兒作為研究對象,采用情景訪談的方式探查幼兒關于沉浮和浮力的認識現狀;對幼兒教師進行訪談,獲得教師對于相關教學的觀念。 本研究顯示:3～6歲幼兒傾向于認為物體的輕重、大小和水量是物體在水中“上浮”、“漂浮”、“沉”、“懸浮”的主要原因,依據物體在水中的狀態(tài)(運動狀態(tài)、相對位置等)來判斷是否受到了浮力以及確定浮力的方向和大小,同時,有關物體與水的關系的理解也會影響到浮力是否存在的判斷和浮力三要素的認識;受訪教師普遍認為幼兒科學教育的內容應該來源于幼兒的生活,教學中主要采用幼兒主動探索的方式,重視幼兒探索的過程,把情感態(tài)度目標放在首位,認為幼兒不需要學習核心的科學概念,幼兒時期科學教育的作用就是讓幼兒獲得豐富的各種與科學有關的體驗;現有關于“沉浮”現象的教學并未涉及相關的概念。根據本研究的發(fā)現,研究者對幼兒科學教育做出一些思考,如:教學是否可以涉及“浮力”、現有“沉浮”教學活動存在的問題等,并嘗試提出了“沉浮”活動應精心準備材料、給予足夠的時間讓幼兒充分體驗等建議。
[Abstract]:Since the 20th century, more and more researchers have paid attention to children's original understanding of the surrounding world, and have constantly revealed that children's cognitive ability beyond people's imagination. Our kindergarten education also emphasizes that it should be based on the existing experience of young children. However, in real life, it is easy to unwittingly underestimate young children, and do not really find out the existing experience of young children. This study attempts to find out the present situation of children's pre-concept of "buoyancy", in order to make efforts to further understand children and reflect on the existing teaching. In this study, a total of 48 children in large, middle and small classes in a kindergarten in Chengdu were selected as the research objects, and the present situation of children's understanding of ups and downs and floatation was explored by situational interview, and the teachers' ideas about related teaching were obtained by interviews with kindergarten teachers. This study shows that 3 years old children tend to think that the weight, size and water quantity of the object are the main reasons for the "floating", "sinking" and "suspension" of the object in the water. According to the state of the object in the water (motion state, relative position, etc.), it is determined whether the object is subjected to the buoyancy and the direction and size of the buoyancy. The understanding of the relationship between object and water will also affect the judgment of the existence of buoyancy and the understanding of the three elements of buoyancy. It is generally believed that the content of children's science education should come from the children's life. In the teaching, children should take the initiative to explore, attach importance to the process of children's exploration, put the emotional attitude goal in the first place, and think that children do not need to learn the core scientific concepts. The role of science education in early childhood is to enable children to obtain a wealth of science-related experiences. The existing teaching of ups and downs does not involve related concepts. According to the findings of this study, the researchers make some thoughts on children's science education, such as whether teaching can involve "buoyancy" and the problems existing in the existing "ups and downs" teaching activities, and try to put forward some suggestions that "ups and downs" activities should carefully prepare materials and give sufficient time for children to fully experience them.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：G613.3

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