学前教育情境中概念图的应用

发布时间：2018-04-28 14:38

本文选题：概念图 + 学前教育　；参考：《华东师范大学》2006年硕士论文

【摘要】：概念图日益成为国内外学者研究的热点。在教育领域中概念图主要用来作为教学策略、学习工具、评价工具、创造工具、支持合作与交流的工具以及课程设计和开发的工具等。本研究从概念图本身的价值出发，结合现实的学前教育背景，主要完成了两大方面的工作：第一，从理论上论证了概念图应用于学前教育情境中的可行性和必要性。第二，结合我国学前教育的实际，，以概念图为工具开展了三个实验，考察概念图作为教学策略和学习工具、评价工具方面的实践价值。研究中以采用量的研究方法为主，辅之以质的研究方法。实验一用概念图考察4～5儿童对故事的理解和把握，研究结果表明，概念图比传统的教学方式更能有效地帮助儿童对故事内容的理解和掌握。概念图对男女儿童的学习都有促进作用，不存在性别差异。本实验在论证概念图是一种有效的学龄前儿童有意义学习工具和教师教学策略的同时，对学前教育领域开展早期阅读活动具有一定的启发意义。实验二用概念图考察4～6岁儿童对以计算机为核心的信息技术的概念表征，研究结果表明，学龄前儿童在周围环境的影响下对计算机等信息技术已有了一个初步的认识。儿童对计算机的认识存在着年龄差异，并表现出一定的性别偏好。本实验在论证概念图是一种较好的评价学龄前儿童学习与发展的工具的同时，对学前教育领域开展信息技术活动具有一定的启发意义。实验三用概念图考察幼儿教师对“观察”的认识和理解。研究结果表明，教师对“观察”概念的认识还不深入，基本停留在经验层次，理论认识不足，还没能真正掌握科学的观察方法。来自不同地区的幼儿教师对“观察”认识的差异在一定程度上验证了概念图作为一种评价教师知识和信念的工具的有效性。本实验对促进幼儿教师专业素质的发展具有一定的启发意义。最后，针对概念图在应用中存在的一些问题，指出了未来努力的方向。
[Abstract]:Concept map has increasingly become a hot topic for scholars at home and abroad. In the field of education, concept maps are mainly used as teaching strategies, learning tools, evaluation tools, creative tools, tools for supporting cooperation and communication, and tools for curriculum design and development. Based on the value of the concept map and the background of preschool education in reality, this study mainly completed two aspects of work: Firstly, it proves the feasibility and necessity of applying concept map to preschool education. Secondly, according to the reality of preschool education in China, three experiments are carried out with the concept map as a tool to investigate the practical value of the concept map as a teaching strategy and learning tool, and to evaluate the practical value of the tool. The research is based on quantitative research method, supplemented by qualitative research method. In the first experiment, we use the concept map to investigate the understanding and grasp of the story in 4Y5 children. The results show that the concept map can help the children to understand and master the story content more effectively than the traditional teaching method. The concept map can promote the learning of boys and girls, and there is no gender difference. This experiment demonstrates that the concept map is an effective tool for preschool children's meaningful learning and teachers' teaching strategies, and it also has some enlightening significance for the early reading activities in the field of preschool education. In the second experiment, the concept map was used to investigate the conceptual representation of computer based information technology among children aged 4 or 6 years old. The results showed that preschool children had a preliminary understanding of information technology such as computer under the influence of the surrounding environment. Children's understanding of computer is different in age and shows a certain gender preference. This experiment demonstrates that the concept map is a good tool to evaluate the learning and development of preschool children, and it has some enlightening significance for the development of information technology activities in preschool education field. In experiment three, the concept map was used to investigate the understanding and understanding of "observation" by preschool teachers. The research results show that the teachers' understanding of the concept of "observation" is not deep enough, and they are basically staying at the level of experience and lack of theoretical understanding, and they have not really grasped the scientific observation method. To a certain extent, the difference in the perception of "observation" among preschool teachers from different regions verifies the validity of the concept map as a tool for evaluating teachers' knowledge and beliefs. This experiment has certain enlightening significance to promote the development of preschool teachers' professional quality. Finally, aiming at some problems existing in the application of concept map, the paper points out the direction of future efforts.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G610

【共引文献】