大班幼儿沉浮概念转变教学之研究

发布时间：2018-06-27 09:42

本文选题：幼儿 + 沉浮　；参考：《南京师范大学》2008年硕士论文

【摘要】： 目前,概念转变已成为国际儿童科学教育研究的主流之一。在我国,随着“做中学”项目的开展,科学教育研究者和教师也逐渐认识到儿童原有科学概念对其科学学习的影响。基于此,本研究的研究问题是: 1.教学能否促进幼儿沉浮概念转变?指向概念转变的教学是否比教导式教学更利于幼儿沉浮概念转变? 2.指向概念转变的教学策略是什么? 因此,本研究采用准实验设计,自变量是两种教学:指向概念转变的教学和教导式教学,因变量是幼儿的沉浮概念水平。研究对象为南京市玄武区某幼儿园中77名大班幼儿(Mean=74.53,Sd=3.88)。将全体幼儿按月龄、性别、沉浮概念水平平均分为三组: 1组:进行指向概念转变的教学 2组:进行教导式教学 3组:不进行教学全体幼儿在教学前后均进行测查,利用前后测中1、2组幼儿沉浮概念水平比较两种教学的效果。研究结果表明: 1.教学能够促进幼儿的沉浮概念转变。 2.没有足够证据表明,指向概念转变的教学比教导式教学更利于幼儿的沉浮概念转变。但是,通过指向概念转变的教学,更多幼儿的沉浮概念水平得到更多种类、更高程度的提升,且幼儿对物体沉浮原因的解释更加丰富,并趋于正确。 3.指向概念转变的教学策略: (1)教师应充分了解幼儿概念的原有发展水平。 (2)教师应在幼儿概念的原有发展水平的基础上,通过设计前后相关的系列活动,以及问题情境的创设,帮助幼儿在与材料和他人(教师、同伴)的互动中,发现活动中蕴含的反例和矛盾事件,从而引发幼儿的认知冲突。 (3)教师应引导幼儿反思自己对概念的原有理解与反例、矛盾事件之间的冲突,并通过与同伴的交流、争论,尝试从不同角度寻找更加合理、有效的解决反例和矛盾事件的方法。
[Abstract]:At present, conceptual transformation has become one of the mainstream of international research on children's science education. In China, with the development of the "learning by doing" project, researchers and teachers of science education have come to realize the influence of children's original scientific concepts on their scientific learning. Based on this, the research questions are as follows: 1. Can teaching promote the change of the concept of children's ups and downs? Is teaching directed to conceptual change more conducive to conceptual change than teaching-oriented teaching? 2. What are the teaching strategies that point to conceptual change? Therefore, this research adopts the quasi-experimental design, independent variable is two kinds of teaching: the teaching which points to the concept change and the teaching type, the dependent variable is the children's ups and downs concept level. The subjects of the study were 77 children in large class in a kindergarten in Xuanwu District of Nanjing. By age, sex, The average level of ups and downs was divided into three groups: one group: two teaching groups with the direction of conceptual change; three groups with teaching style: no teaching All children were tested before and after teaching, The effect of the two kinds of teaching was compared by using the level of ups and downs concept in 1 and 2 groups in the pre-and post-test. The results show that: 1. Teaching can promote children's ups and downs concept change. 2. There is not enough evidence to suggest that teaching directed to conceptual change is more conducive to the ups and downs of conceptual change than teaching-oriented teaching. However, through the teaching of concept change, more children get more kinds of ups and downs concept level, a higher degree of improvement, and children's explanation of the cause of ups and downs of objects is more abundant, and tends to be correct. 3. The teaching strategies that point to conceptual change: (1) teachers should fully understand the original level of development of the concept of young children, (2) teachers should be based on the original level of development of the concept of early childhood. Through the design of related series of activities, and the creation of problem situations, help children to find the counterexamples and contradictory events in the interaction with materials and others (teachers, peers). Teachers should guide children to reflect on their original understanding of concepts, counter examples, conflicts between conflicting events, and argue with their peers. This paper attempts to find more reasonable and effective solutions to counter-cases and contradictions from different angles.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G612

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