發(fā)布時間：2018-04-28 08:20

  本文選題：幼兒園故事教學(xué) + 具身認(rèn)知理論　； 參考：《信陽師范學(xué)院》2017年碩士論文

【摘要】：《3—6歲兒童學(xué)習(xí)與發(fā)展指南》明確提出:“幼兒語言的發(fā)展貫穿于各個領(lǐng)域,也對其它領(lǐng)域的學(xué)習(xí)與發(fā)展有著重要的影響。”這一論斷非常清楚地指明了幼兒語言的學(xué)習(xí)和發(fā)展對于其全面發(fā)展具有不可替代的作用。故事作為幼兒園語言教育的素材是幼兒最喜聞樂見的,因此幼兒園故事教學(xué)活動一直受到教育者和家長們的廣泛關(guān)注。但是現(xiàn)今的幼兒園故事教學(xué)活動設(shè)計往往以幼兒知曉故事內(nèi)容為目的,采用師問生答的單一模式講授,這樣做不僅不能激發(fā)幼兒的學(xué)習(xí)興趣,同時也對其身心的長久發(fā)展不利。近年來,國內(nèi)外的許多學(xué)者已意識到具身認(rèn)知理論對于幼兒園語言教學(xué)有著重要的指導(dǎo)意義,并進行了較為系統(tǒng)、具體的研究。具身認(rèn)知理論下的具身學(xué)習(xí)倡導(dǎo)適宜情境的創(chuàng)設(shè),強調(diào)身體與情境的互動,重視主觀經(jīng)驗的內(nèi)化,這些對于改善目前幼兒園語言教育的現(xiàn)狀有著重大的實踐意義。本研究從具身認(rèn)知理論的視角出發(fā),運用文獻法、觀察法、訪談法、案例分析法等研究方法對幼兒園故事教學(xué)活動設(shè)計進行了研究。查閱相關(guān)文獻,收集、整理活動案例,親歷活動現(xiàn)場,訪談相關(guān)人員,以此總結(jié)現(xiàn)存的問題及形成的原因,同時指明新的視角對于解決問題的借鑒意義,進而尋求幼兒園故事教學(xué)活動設(shè)計的有效策略,以期提高幼兒園故事教學(xué)活動的質(zhì)量。本研究包含五個部分:第一部分,緒論。主要論述了論文選題的背景,意義,研究現(xiàn)狀,研究的方案、方法和內(nèi)容,作為本研究的準(zhǔn)備部分。第二部分,具身認(rèn)知理論在幼兒園故事教學(xué)活動設(shè)計中的意義。具身認(rèn)知理論作為第二代認(rèn)知科學(xué)的顯著特征,對我國幼兒園語言教學(xué)活動設(shè)計的創(chuàng)新有著巨大的指導(dǎo)意義。在前人研究的基礎(chǔ)上,筆者通過對具身認(rèn)知理論的淵源、理論基礎(chǔ)、主要觀點及其與相關(guān)學(xué)習(xí)理論關(guān)系的梳理,揭示出具身認(rèn)知理論在幼兒園故事教學(xué)活動設(shè)計中的意義。第三部分,具身認(rèn)知理論下的幼兒園故事教學(xué)活動設(shè)計現(xiàn)狀反思。此部分首先通過對文獻的深度剖析提出了幼兒園故事教學(xué)活動設(shè)計的概念,接著主要采用了觀察法與訪談法對幼兒園故事教學(xué)活動設(shè)計的各環(huán)節(jié)情況及相關(guān)人員進行了深入走訪,最后分析摸查到的結(jié)果,對幼兒園故事教學(xué)活動設(shè)計存在的問題進行總結(jié)和反思。第四部分,具身認(rèn)知理論下幼兒園故事教學(xué)活動設(shè)計原則。在對具身認(rèn)知理論的相關(guān)文獻進行分析反思后,考慮到幼兒的身心特點和語言發(fā)展水平,提出了基于具身認(rèn)知理念下的幼兒園故事教學(xué)活動設(shè)計的原則:主體性原則,身體參與性原則,情境化原則和活動性原則。第五部分,具身認(rèn)知理論啟示下幼兒園故事教學(xué)活動設(shè)計的策略。在與幼兒園教師反復(fù)討論設(shè)計方案和實施教學(xué)活動的過程中,以具身認(rèn)知理論為導(dǎo)向,從幼兒園故事教學(xué)活動的目標(biāo)、內(nèi)容、組織實施和評價四個方面提出了相關(guān)的設(shè)計策略。
[Abstract]:< 3-6 years old Children's Learning and Development Guide clearly points out: "the development of young children's language runs through every field and has an important impact on the learning and development of other fields." This conclusion clearly indicates that the study and development of young children's language plays an irreplaceable role in their overall development. As the material of kindergarten language education, the story is the most popular among children, so the kindergarten story teaching activities have been widely concerned by educators and parents. However, nowadays, the kindergarten story teaching activities are designed for the purpose of knowing the content of the story and using the single model of teacher's answer, which not only can not stimulate the children's interest in learning, but also is unfavorable to the long-term development of their body and mind. In recent years, many scholars at home and abroad have realized that the theory of body cognition has important guiding significance for kindergarten language teaching, and has carried out systematic and specific research. The body learning under the theory of physical cognition advocates the creation of appropriate situation, emphasizes the interaction between body and situation, and emphasizes the internalization of subjective experience, which has great practical significance for improving the present situation of kindergarten language education. From the perspective of body cognitive theory, this study studies the design of kindergarten story teaching activities by the methods of literature, observation, interview and case analysis. Referring to relevant documents, collecting, sorting out activity cases, experiencing the activity scene, interviewing relevant personnel, summarizing the existing problems and the reasons for their formation, and pointing out the reference significance of the new perspective for solving the problems at the same time. In order to improve the quality of the kindergarten story teaching activities, the effective strategy of the kindergarten story teaching activity design is sought. This research includes five parts: the first part, introduction. This paper mainly discusses the background, significance, research status, research scheme, methods and contents, as the preparation part of this study. The second part, the meaning of the theory of body cognition in the kindergarten story teaching activity design. As a remarkable feature of the second generation cognitive science, the theory of body cognition has great guiding significance for the innovation of the design of language teaching activities in kindergartens in China. On the basis of previous studies, the author reveals the significance of the theory of personal cognition in the design of kindergarten story teaching activities by combing the origin, theoretical basis, main viewpoints and the relationship between the theory and relevant learning theories. The third part, reflection on the present situation of kindergarten story teaching activity design under the theory of body cognition. This part first puts forward the concept of the kindergarten story teaching activity design through the deep analysis of the literature. Then it mainly uses the observation method and the interview method to carry on the thorough visit to each link of the kindergarten story teaching activity design and the related personnel, and finally analyzes the result of the test. This paper sums up and reflects on the problems existing in the design of kindergarten story teaching activities. The fourth part, the kindergarten story teaching activity design principle under the body cognition theory. After analyzing and introspecting the relevant documents of the theory of body cognition and considering the characteristics of body and mind and the level of language development, the author puts forward the principle of the teaching activity design of kindergarten story based on the concept of body cognition: the principle of subjectivity. Body participation principle, situational principle and activity principle. The fifth part, the strategy of the kindergarten story teaching activity design under the enlightenment of body cognition theory. In the process of repeatedly discussing the design scheme and carrying out teaching activities with kindergarten teachers, this paper, guided by the theory of personal cognition, puts forward relevant design strategies from four aspects: the goal, content, organization, implementation and evaluation of kindergarten story teaching activities.
【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G613.2

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本文編號：1814508