信息技术与幼儿园教学活动整合的实证研究

发布时间：2018-02-28 12:52

本文关键词： 信息技术幼儿教学活动深度融合实证研究　出处：《华中师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着信息技术的迅猛发展,教育信息化受到国家和各界人士的重视。教育信息化从高等教育、中小学教育逐步发展到学前教育领域。学前教育与其他教育不同,其教学内容及方式并未规范统一,并且学前教育对象,即幼儿的身心发展特征较为特殊,求知欲强,且对世界充满好奇,为了更好地开发幼儿的潜能,要适宜地运用信息技术,开发幼儿学习的优质数字化教学资源,优化学前教学活动,促进幼儿身心健康发展。目前教育信息化在学前教育中取得了不错的成绩,信息技术提供的丰富多彩的教学资源,大大激发了幼儿的学习兴趣,促使幼儿主动进行学习,然而仅基于视音频多媒体的教学缺少与幼儿的互动,感染力不够,并且资源内容没有与幼儿园教学活动深度融合,没有充分发挥信息技术在幼儿园教学中的有效性。单纯基于多媒体的教学方式难以满足幼儿认知的深层次需求,因此,本研究将信息技术与幼儿园教学活动深度融合,设计了一套符合幼儿认知发展的数字化教学活动并进行了实证研究,以下是本文的研究内容:(1)结合相关理论、幼儿园指导大纲及一线教学经验以及信息技术的特点设计幼儿园教学活动。基于建构主义学习理论、皮亚杰认知发展理论和沉浸理论的理论知识,通过《幼儿园教育指导纲要》所提出的课程目标、内容及形式,依据以幼儿为主体、兴趣为先、多感官交互和整体合一的原则,并结合幼儿发展特点及一线教学经验设计教学活动。(2)利用幼教白板平台实现数字化教学活动,将多重资源进行整合。本研究特色即以信息技术作为纽带,将学前教育的健康、语言、社会、科学、艺术五大领域课程整合到一起,互相渗透,实现有机融合。同时,将信息技术融合到幼儿园的各种活动,尤其是游戏活动中,使之成为儿童学习环境的有机组成部分,实现信息技术与教学活动深度融合。(3)在幼儿园开展实证研究。通过观察分析法对幼儿进行活动观察并记录,利用数学活动游戏性量表对幼儿进行测评比较,同时对个别幼儿进行针对性的干预,最后结合教师的访谈结果,得出以下结论:数字化教案的使用提高了幼儿的学习兴趣、学习态度及社会交往能力,增强了课堂交互,使幼儿在教学活动中愉快的进行学习,对应的教师活动实施反馈也进一步证实了幼儿园电子教案的正面影响,提高了教学效果,证实了数字化教学活动的有效性。
[Abstract]:With the rapid development of information technology, education informatization has been attached great importance to by the country and people from all walks of life. Education informatization has gradually developed from higher education, primary and secondary education to preschool education. Pre-school education is different from other kinds of education. Its teaching contents and methods have not been standardized and unified, and preschool education objects, that is, children with special characteristics of physical and mental development, strong desire for knowledge, and full of curiosity about the world, in order to better develop the potential of young children, the appropriate use of information technology, Develop high-quality digital teaching resources for children's learning, optimize preschool teaching activities, and promote the development of children's physical and mental health. At present, educational informatization has achieved good results in preschool education, and the rich and colorful teaching resources provided by information technology, It greatly stimulates children's interest in learning and promotes children to take the initiative to learn. However, only based on video and audio multimedia teaching lacks interaction with children, which is not infectious enough, and the content of resources is not deeply integrated with kindergarten teaching activities. The effectiveness of information technology in kindergarten teaching has not been brought into full play. The teaching method based on multimedia is not able to meet the deep needs of children's cognition. Therefore, this study combines information technology with kindergarten teaching activities deeply. This paper designs a set of digital teaching activities in accordance with the cognitive development of young children and carries out an empirical study. The following is the research content of this paper: 1) combining with relevant theories, Design of Kindergarten instruction activities based on Constructivism Learning Theory, Piaget's Cognitive Development Theory and Immersion Theory, Through the curriculum objectives, contents and forms proposed in the guidelines for Kindergarten Education, according to the principle of children as the main body, interest as the first, multi-sensory interaction and the integration of the whole, Combining with the characteristics of infant development and the first-line teaching experience, the author designs teaching activities. 2) using the whiteboard platform of preschool education to realize the digitized teaching activities and integrating multiple resources. The characteristics of this study are to take information technology as the link and to make preschool education healthy. The curriculum of language, society, science and art is integrated, permeated and integrated organically. At the same time, information technology is integrated into all kinds of activities in kindergarten, especially in game activities. Making it an organic part of children's learning environment, realizing the deep fusion of information technology and teaching activities. Using the mathematics activity game scale to evaluate and compare the young children, at the same time, some children are targeted to intervene. Finally, combined with the interview results of the teachers, the following conclusions can be drawn: the use of digital teaching plan enhances the children's interest in learning. Learning attitude and social communication ability enhance classroom interaction and make children learn happily in teaching activities. The feedback of corresponding teacher activities also further confirms the positive influence of kindergarten electronic teaching plan and improves the teaching effect. The validity of digital teaching is proved.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G612

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