發(fā)布時(shí)間：2018-02-14 17:23

  本文關(guān)鍵詞： 建構(gòu)主義理論 幼兒園社會(huì)教育 對(duì)策　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：我國幼兒園社會(huì)教育是以增進(jìn)幼兒的社會(huì)認(rèn)知激發(fā)幼兒的社會(huì)情感培養(yǎng)幼兒的社會(huì)行為為主要內(nèi)容的教育,其核心是做人的教育。幼兒園社會(huì)教育對(duì)促進(jìn)幼兒社會(huì)性的發(fā)展,整個(gè)國民素質(zhì)水平的提高具有十分重要的意義。進(jìn)入21世紀(jì)以來社會(huì)領(lǐng)域教育得到了快速發(fā)展,但與健康、語言、科學(xué)和藝術(shù)領(lǐng)域相比,其發(fā)展還比較薄弱,社會(huì)領(lǐng)域教育實(shí)踐中還存在很多問題,如:教師傳授式的教育方式常常使幼兒對(duì)社會(huì)領(lǐng)域的學(xué)習(xí)失去興趣;因?yàn)榭己嗽u(píng)價(jià)指標(biāo)不明確,教師容易忽視日常生活中隨機(jī)的幼兒園社會(huì)教育等,從而使得社會(huì)領(lǐng)域教育缺乏實(shí)效性。基于這一背景,本研究提出建構(gòu)主義理論視角下幼兒園社會(huì)教育的問題與對(duì)策研究。建構(gòu)主義理論視角下的幼兒園社會(huì)教育,不僅符合幼兒的認(rèn)知特點(diǎn)和學(xué)習(xí)規(guī)律,而且是幼兒園社會(huì)教育改革的迫切訴求。與傳統(tǒng)的幼兒園社會(huì)教育相比,基于建構(gòu)主義視角的幼兒園社會(huì)教育更強(qiáng)調(diào)幼兒的主體性,師幼之間的平等關(guān)系,幼兒之間的合作學(xué)習(xí)。本研究的目的在于將建構(gòu)主義理論引入幼兒園社會(huì)教育中,使幼兒在幼兒園社會(huì)領(lǐng)域內(nèi)容的學(xué)習(xí)中更主動(dòng)、更快樂、學(xué)習(xí)效果更好。本研究采用訪談法、案例法、觀察法對(duì)幼兒園社會(huì)教育展開了深入的調(diào)查研究,通過對(duì)調(diào)查結(jié)果的分析,探討了建構(gòu)主義理論視角下幼兒園社會(huì)教育的問題與對(duì)策。本研究有以下三個(gè)方面內(nèi)容。第一章:建構(gòu)主義理論視角下幼兒園社會(huì)教育概述。通過對(duì)建構(gòu)主義理論,幼兒園社會(huì)教育等相關(guān)概念的界定,總結(jié)出建構(gòu)主義理論視角下幼兒園社會(huì)教育的概念。提出建構(gòu)主義理論視角下幼兒園社會(huì)教育的特征和價(jià)值。特征為主體性體驗(yàn)性情境性合作性對(duì)話性;價(jià)值為促進(jìn)幼兒社會(huì)性發(fā)展和提升教師建構(gòu)主義教育水平。第二章:基于建構(gòu)主義視角提出幼兒園社會(huì)教育中的問題并進(jìn)行歸因分析。通過對(duì)幼兒園教師,園長等的訪談?wù){(diào)查,筆者在幼兒園的觀察及對(duì)幼兒園社會(huì)教育案例的分析,發(fā)現(xiàn)基于建構(gòu)主義理論視角的幼兒園社會(huì)教育存在以下問題:幼兒的主體性發(fā)展不足,忽視真實(shí)情境的創(chuàng)設(shè),忽略幼兒的體驗(yàn)學(xué)習(xí),缺失學(xué)習(xí)共同體的構(gòu)建,缺乏師幼之間的對(duì)話等。接下來,筆者從教師、幼兒園兩個(gè)角度分析了造成以上問題的原因。第三章:針對(duì)問題,提出建構(gòu)主義理論視角下幼兒園社會(huì)教育的對(duì)策:提升教師建構(gòu)主義教育水平;發(fā)揮幼兒的主體性;創(chuàng)設(shè)適宜的情境;重視幼兒的體驗(yàn)學(xué)習(xí);構(gòu)建學(xué)習(xí)共同體;建立對(duì)話的師幼關(guān)系。
[Abstract]:The social education of kindergarten in our country is to promote the social cognition of children? To stimulate the social emotions of young children? The core of the education of cultivating children's social behavior is the education of being a human being, and the social education of kindergarten promotes the development of children's sociality. It is of great significance to improve the quality of the whole nation. Since 21th century, education in the social field has developed rapidly, but compared with the fields of health, language, science and art, its development is still relatively weak. There are still many problems in the practice of education in the social field, such as: the teacher-style education method often makes young children lose interest in learning in the social field; because the indicators of assessment and evaluation are not clear, It is easy for teachers to ignore the random kindergarten social education in daily life, which makes the education in the social field lack of effectiveness. Based on this background, This study puts forward the research on the problems and countermeasures of kindergarten social education from the perspective of constructivism theory, which not only accords with the cognitive characteristics and learning rules of children, but also with the perspective of constructivist theory. Compared with the traditional social education of kindergarten, the social education of kindergarten based on constructivism emphasizes the subjectivity of children and the equal relationship between teachers and children. The purpose of this study is to introduce constructivist theory into kindergarten social education so that children can be more active, happier and have better learning effect in the social field of kindergarten. The case law, the observation method has carried on the thorough investigation research to the kindergarten social education, through the analysis to the investigation result, This paper probes into the problems and countermeasures of kindergarten social education from the perspective of constructivism theory. This study has the following three aspects: chapter 1: an overview of kindergarten social education from the perspective of constructivist theory. The definition of related concepts such as kindergarten social education summarizes the concept of kindergarten social education from the perspective of constructivism theory and puts forward the characteristics and values of kindergarten social education from the perspective of constructivism theory. Experiential? Situational? Cooperative? Dialogue; the value is to promote the social development of young children and improve teachers' constructivism education level. Chapter two: based on constructivism perspective put forward the problems in kindergarten social education and attribution analysis. The author's observation in kindergarten and the analysis of the case of kindergarten social education show that there are some problems in the social education of kindergarten based on constructivism theory: the development of children's subjectivity is insufficient. Ignore the creation of real situation, ignore the experience of children learning, lack of learning community, lack of dialogue between teachers and children. The causes of the above problems are analyzed from two angles of kindergarten. Chapter three: aiming at the problems, the author puts forward the countermeasures of social education in kindergarten from the perspective of constructivism theory: improving the educational level of teachers' constructivism, giving play to the subjectivity of children; Create suitable situation; attach importance to the experience learning of children; construct learning community; establish the teacher-child relationship of dialogue.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G612

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本文編號(hào)：1511216