促进3-6岁幼儿优势语言智能发展的研究

发布时间：2018-06-13 04:03

本文选题：幼儿 + 多元智能　；参考：《山西大学》2010年硕士论文

【摘要】： 幼儿期(3-6,7岁)是人生智力发展的第二个关键期,把握好这一时期,将会对儿童未来的发展产生重大影响。然而,我国目前的学前教育教学目标和教学内容仅适于普通的中等智能的幼儿。对于具有某一领域优势智能的幼儿来说,这样的目标和内容无法使其优势智能获得进一步发展,不符合个性化教学的要求。多元智能理论中的优更优理念恰好弥补了这一不足,能够使幼儿在发展其总体智能的基础上进一步发展其优势智能、使其优势更加明显。在这一理念的指导下,幼儿多元化发展课题组对如何促进各领域优势智能的发展进行了一系列的研究。本研究属于其中的语言领域。本研究所采用的研究方法包括实验法、个案追踪观察法、行动研究法和问卷法等。首先,用课题组编制的幼儿多元化教师问卷选出具有优势语言智能的幼儿,组成实验组和对照组。其中,按年级具体划分,又可以分为小班组、中班组和大班组。然后,通过贯穿优更优教育理念的课程和活动设计对实验组幼儿的优势语言智能进行实验研究。实验后,用自编问卷对实验组和对照组的幼儿进行测评,以考查幼儿的优势语言智能的发展状况。最后所得的研究结论如下： (1)研究者自编的3个问卷：《小／中／大班上学期语言优势幼儿表现教师评定问卷》,均由倾听与简单表达、完整讲述与交流、文学作品欣赏与词汇学习三个因子构成理论建构,三个因子在每个问卷中可以反映的幼儿优势语言智能发展真实水平的百分比分别为：小班问卷：79.35%；中班问卷：74.15%；大班问卷：83.31%,在测量幼儿优势语言智能发展方面具有一定的合理性和可操作性。 (2)通过贯穿优更优理念的课程设计,实验组幼儿在《语言优势组幼儿表现教师评定问卷》上的得分,明显高于对照组幼儿的得分,且二者差异显著。
[Abstract]:It is the second critical period for the development of intelligence in life. Grasping this period will have a great influence on the development of children in the future. However, the current teaching objectives and contents of preschool education in China are only suitable for ordinary middle intelligent children. For children with advantage intelligence in a certain field, such goals and contents can not further develop their superior intelligence, which does not meet the requirements of individualized teaching. The idea of superior and better in the theory of multiple intelligences makes up for this deficiency, which can make children develop their superior intelligence on the basis of developing their overall intelligence and make their advantages more obvious. Under the guidance of this concept, a series of researches on how to promote the development of superior intelligence in various fields have been carried out by the research group on the diversity of young children. This study belongs to the field of language. The research methods used in this study include experimental method, case-following observation method, action research method and questionnaire method. Firstly, the children with superior language intelligence were selected by using the questionnaire of multi-teachers compiled by the research group, and the experimental group and the control group were formed. Among them, according to grade specific division, can also be divided into small groups, middle-class and large groups. Then, through the curriculum and activity design of the idea of superior and better education, the experimental study was carried out on the predominance language intelligence of children in the experimental group. After the experiment, the children in the experimental group and the control group were assessed with self-made questionnaire to investigate the development of children's dominant language intelligence. Finally, the conclusions are as follows: 1) the three questionnaires written by the researchers: the questionnaire for Teachers of language superiority in small / medium / large Class in the first semester, which is composed of listening and simple expression, complete narration and communication. The three factors of literature appreciation and vocabulary learning constitute the theoretical construction. The percentage of the three factors reflected in each questionnaire is: small class questionnaire: 79.35; middle class questionnaire: 74.15; Taipan: 83.31, which is reasonable and operable in measuring the intelligence development of children's dominant language, adopts the curriculum design that runs through the idea of superior and better. The scores of the children in the experimental group were significantly higher than those in the control group, and the difference between the two groups was significant.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.1

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