幼儿合作学习准备阶段与实施阶段的指导策略研究

发布时间：2018-06-13 15:53

本文选题：幼儿合作学习 + 小组合作学习　；参考：《东北师范大学》2009年硕士论文

【摘要】： 随着社会的发展,人与人之间的合作显得越来越重要,并成为影响个体成功、社会发展的重要因素。研究表明,幼儿期是个体合作意识、合作能力发展的关键期。因此,在幼儿园开展合作学习活动具有重要的现实意义。教师是幼儿学习、发展的重要他人,是幼儿学习活动的支持者、合作者和引导者,教师在幼儿合作学习活动中起着关键的作用。笔者对幼儿合作学习活动的重要环节——准备阶段和实施阶段的指导策略进行深入的研究,以期为幼儿园教师组织合作学习活动提供参考。本研究以观察法为主,辅以文献法。笔者在研究以往相关文献资料的基础上,深入幼儿园实践,观察大量的幼儿合作学习活动,并对其进行分析。本研究主要由五部分组成: 一、引言。介绍研究问题提出的背景、国内外关于幼儿合作学习指导策略的相关研究以及本研究的价值与研究方法。二、幼儿合作学习指导的理论基础与基本原则。幼儿合作学习指导的理论基础主要包括:认知发展理论、社会凝聚力理论、群体动力理论、建构主义理论、认知精制理论;幼儿合作学习指导的基本原则主要包括发展性原则、主体性原则和过程性原则。三、幼儿合作学习准备阶段的指导策略。本部分研究了为有效开展合作学习活动教师应该做的准备工作,即确立合作学习的目标、设计适宜的合作学习问题和过程、创设良好的合作学习环境、合理安排幼儿的座位和活动的空间。四、幼儿合作学习实施阶段的指导策略。主要包括合理把握合作学习的时机、构建合作学习小组、培养合作技能、适宜监督与介入、充分展示合作学习成果并进行合理评价。
[Abstract]:With the development of society, the cooperation between people becomes more and more important, and it becomes an important factor influencing individual success and social development. The study shows that early childhood is the key period for the development of individual cooperative consciousness and cooperative ability. Therefore, it is of great practical significance to carry out cooperative learning activities in kindergartens. Teachers are important others for children's learning and development, and are supporters, collaborators and guides of children's learning activities. Teachers play a key role in children's cooperative learning activities. In order to provide reference for kindergarten teachers to organize cooperative learning activities, the author makes an in-depth study on the guiding strategies in the preparation and implementation phases of the children's cooperative learning activities. In this study, the observation method is the main method, supplemented by the literature method. On the basis of studying the related literature, the author goes deep into kindergarten practice, observes a large number of children's cooperative learning activities, and analyzes them. This research mainly consists of five parts: first, introduction. This paper introduces the background of the research questions, the relevant research on the guiding strategies of cooperative learning for young children at home and abroad, and the value and research methods of this study. Second, the theoretical basis and basic principles of cooperative learning guidance for young children. The theoretical basis of children's cooperative learning guidance mainly includes: cognitive development theory, social cohesion theory, group dynamic theory, constructivism theory, cognitive refinement theory; The principle of subjectivity and the principle of process. Third, the guiding strategies of the preparation stage of children's cooperative learning. This part studies the preparation work that teachers should do in order to carry out cooperative learning activities effectively, that is, to establish the goal of cooperative learning, to design appropriate cooperative learning problems and processes, and to create a good cooperative learning environment. Arrange the seat and the space of the activity of the young child reasonably. Fourth, the guiding strategies of the implementation stage of children's cooperative learning. It mainly includes grasping the opportunity of cooperative learning, constructing cooperative learning group, cultivating cooperative skills, suitable for supervision and intervention, fully displaying and evaluating cooperative learning results.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G612

【引证文献】