幼儿园科学集体教育活动中的儿童行为研究

发布时间：2018-07-07 10:41

本文选题：科学 + 集体教育活动　；参考：《四川师范大学》2010年硕士论文

【摘要】： 科学集体教育活动是幼儿园科学教育的重要组成部分,对儿童认知、语言、社会性的发展都有重要作用。随着对儿童科学教育的研究的不断深入,儿童的主动探究越来越被研究者关注,让儿童像科学家一样学习是儿童科学教育领域一个重要趋势。但是在实际的幼儿园科学集体活动中儿童是处于什么样的状态呢?具体来说,本研究围绕幼儿园集体科学活动中的儿童行为,开展了三个方面的研究:首先,在科学集体活动中,儿童的操作时间是否充足,儿童所操作的材料是否有益于儿童的科学探究;其次,儿童在整个科学集体活动与教师的互动中,教师与儿童的地位是否平等,儿童是否有机会提出问题;最后,儿童是否主动与同伴进行互动的,幼幼互动的社会性发展水平和范围如何。因此,本研究采用典型取样的方法,以成都市四所省级示范幼儿园的12次科学集体活动为样本,通过对这12个活动中儿童行为的定量和定性分析,发现在我国最高级别的幼儿园的科学集体活动存在下列问题: 首先,儿童操作的时间较短,难以进行深入的探究。儿童操作行为的控制权在教师,整个活动基本上是按照教师的计划进行的。教师提供给儿童的操作材料缺乏结构; 其次,从教师与儿童的问答可看出教师的地位高于儿童的地位,教师提问的频次偏高,儿童几乎没有机会向教师提出问题,教师所提问题多为低认知水平的记忆性问题; 最后,儿童与同伴的互动行为总体频次很少,幼幼互动的社会性发展水平也处于较低的水平,幼儿之间的合作发生几率小。针对这些问题,笔者提出的教育建议为: 首先,给予儿童充分的操作时间、充分的操作材料以及充分的自己选择材料的机会。引导儿童主动探究,充分体验科学活动的过程; 其次,教师要尽量减少自己提问的数量,鼓励儿童大胆的提出问题,归还儿童的“话语权”; 最后,引导儿童主动的和同伴对操作结果讨论,进而培养儿童与同伴合作的意识;
[Abstract]:Scientific collective education is an important part of kindergarten science education, which plays an important role in the development of children's cognition, language and sociality. With the deepening of the research on children's science education, researchers pay more and more attention to children's active research. It is an important trend in the field of children's science education to let children learn like scientists. But in the actual kindergarten scientific collective activities of children is in what state? Specifically, this study focuses on the behavior of children in collective scientific activities in kindergartens, and carries out three aspects of research: first, whether the children's operation time is sufficient in collective scientific activities. Whether the material operated by the child is useful for the scientific inquiry of the child; secondly, whether the child has equal status with the child in the interaction between the teacher and the teacher throughout the scientific collective activity, and whether the child has the opportunity to ask questions; finally, Whether children take the initiative to interact with their peers, and what is the level and scope of social development of child-child interaction. Therefore, this study adopts the typical sampling method, taking 12 scientific collective activities of four provincial demonstration kindergartens in Chengdu as a sample, through the quantitative and qualitative analysis of children's behavior in these 12 activities. It is found that there are the following problems in the scientific collective activities of the highest level kindergartens in China: first, the time of children's operation is short, so it is difficult to conduct in-depth exploration. The control of children's behavior lies with the teacher, and the whole activity is basically carried out according to the teacher's plan. Secondly, teachers' status is higher than that of children's, and the frequency of teachers' questions is higher than that of children's. Children have little opportunity to ask questions to teachers, most of which are memory problems with low cognitive level. Finally, children's interaction with their peers is generally less frequent. The level of social development of the interaction between young and young is also at a lower level, and the probability of cooperation between children is small. To solve these problems, the author puts forward the following suggestions: first, give children sufficient operating time, sufficient operating materials and sufficient opportunities to choose their own materials. Lead children to explore actively, fully experience the process of scientific activities; secondly, teachers should minimize the number of their own questions, encourage children to ask questions boldly, Finally, the children should be guided to discuss the results of the operation actively and with their peers, so as to foster the awareness of children's cooperation with their peers.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.3

【引证文献】