社会建构理论视野中的幼儿园数学活动个案研究
发布时间：2018-08-30 17:36
【摘要】：幼儿园数学活动作为促进儿童领域发展的一种重要的专项活动与途径，已引起幼教界的广泛关注。长期以来，认识到儿童对数理逻辑知识的掌握不是来自于被操作的对象本身，而是来自于儿童的行动以及这些行动的协调的、基于建构主义的数学学习观在幼儿园数学教育领域得到了充分的认识和体现，注重儿童与材料互动，提倡个体操作的数学活动模式得到了大力推崇。然而，20世纪90年代以来，随着社会建构主义理论流派的兴起以及其在国际科学教育改革中所产生的影响，强调数学知识与概念的获得不仅是一个认知过程，更是交往过程，是社会协商的结果并提倡学习环境需要更多的交互支持与合作的、基于社会建构主义理论的数学学习观逐渐开始成为数学教育领域中的热门话题。籍此，站在社会建构主义理论的视角，可以引发我们对我国幼儿园数学教育活动的重新思考和审视。 本研究从社会建构理论的视角出发，借助质的研究方法，，采用个案式研究对幼儿园数学活动案例展开分析与解读，通过进入现场式的实地观察、访谈以及前期的文献搜集和问卷调查，以探究和回答幼儿园数学活动中有助于儿童数概念建构的真实情境创设，发生在儿童之间、儿童与教师之间的互动交往以及教师在支持儿童数学学习中的角色等相关问题。 在对数学活动案例揭示与讨论的基础上，作者对重新审视和反思我国幼儿园数学教育活动提出如下启示和建议：(1)在幼儿园数学活动中，除了让儿童动手操作之外，还应当提供给儿童一定的真实情境和背景；(2)在幼儿园数学活动中，除了帮助儿童发展提出问题的技能外，还应当鼓励儿童互动对话、共同建构；(3)虽然运算对于儿童来说是困难的，但教师也应当明白在一定的情境和教师的支架、推动下，数学概念和技能的获得也是可能的。教师在儿童的数学学习中应当是一个既不违背数的概念，又不违背儿童的、积极而有立场的共同建构者。
[Abstract]:Mathematical activities in kindergartens, as an important special activity and way to promote the development of children's field, have aroused widespread concern in kindergarten education circles. For a long time, it has been recognized that children's mastery of mathematical logic knowledge does not come from the object of operation itself, but from the actions of children and the coordination of these actions, based on the constructor. The concept of righteous mathematics learning has been fully recognized and embodied in the field of Kindergarten Mathematics education. It emphasizes the interaction between children and materials and advocates individual operation. However, since the 1990s, with the rise of social constructivism theory and its emergence in the reform of International Science Education The influence emphasizes that the acquisition of mathematical knowledge and concepts is not only a cognitive process, but also a communicative process. It is the result of social consultation and advocates that the learning environment needs more mutual support and cooperation. The concept of mathematical learning based on social constructivism theory has gradually become a hot topic in the field of mathematical education. From the perspective of social constructivism theory, we can rethink and review our Kindergarten Mathematics Education activities.
From the perspective of social construction theory and with the help of qualitative research methods, this study analyzes and interprets the cases of Kindergarten Mathematics Activities by case study. Through on-the-spot observation, interviews, literature collection and questionnaires, this study explores and answers the problems that contribute to the construction of children's number concept in Kindergarten Mathematics activities. The creation of constructive real situation occurs among children, the interaction between children and teachers, and the role of teachers in supporting children's mathematics learning.
On the basis of discussing and revealing the cases of mathematics activities, the author puts forward the following enlightenments and suggestions for re-examining and reflecting on the activities of mathematics education in kindergartens in China: (1) in Kindergarten Mathematics activities, besides letting children do their own work, they should also provide children with certain real situations and backgrounds; (2) in Kindergarten Mathematics activities, the author puts forward some suggestions for re-examining and reflecting on the activities In addition to helping children develop problem-posing skills, children should also be encouraged to engage in interactive dialogue and construct together; (3) Although computing is difficult for children, teachers should also understand that under certain circumstances and the support of teachers, the acquisition of mathematical concepts and skills is possible. It is a positive and constructive co constructor who neither violates the concept of numbers nor violates children.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：G613
本文编号：2213781
[Abstract]:Mathematical activities in kindergartens, as an important special activity and way to promote the development of children's field, have aroused widespread concern in kindergarten education circles. For a long time, it has been recognized that children's mastery of mathematical logic knowledge does not come from the object of operation itself, but from the actions of children and the coordination of these actions, based on the constructor. The concept of righteous mathematics learning has been fully recognized and embodied in the field of Kindergarten Mathematics education. It emphasizes the interaction between children and materials and advocates individual operation. However, since the 1990s, with the rise of social constructivism theory and its emergence in the reform of International Science Education The influence emphasizes that the acquisition of mathematical knowledge and concepts is not only a cognitive process, but also a communicative process. It is the result of social consultation and advocates that the learning environment needs more mutual support and cooperation. The concept of mathematical learning based on social constructivism theory has gradually become a hot topic in the field of mathematical education. From the perspective of social constructivism theory, we can rethink and review our Kindergarten Mathematics Education activities.
From the perspective of social construction theory and with the help of qualitative research methods, this study analyzes and interprets the cases of Kindergarten Mathematics Activities by case study. Through on-the-spot observation, interviews, literature collection and questionnaires, this study explores and answers the problems that contribute to the construction of children's number concept in Kindergarten Mathematics activities. The creation of constructive real situation occurs among children, the interaction between children and teachers, and the role of teachers in supporting children's mathematics learning.
On the basis of discussing and revealing the cases of mathematics activities, the author puts forward the following enlightenments and suggestions for re-examining and reflecting on the activities of mathematics education in kindergartens in China: (1) in Kindergarten Mathematics activities, besides letting children do their own work, they should also provide children with certain real situations and backgrounds; (2) in Kindergarten Mathematics activities, the author puts forward some suggestions for re-examining and reflecting on the activities In addition to helping children develop problem-posing skills, children should also be encouraged to engage in interactive dialogue and construct together; (3) Although computing is difficult for children, teachers should also understand that under certain circumstances and the support of teachers, the acquisition of mathematical concepts and skills is possible. It is a positive and constructive co constructor who neither violates the concept of numbers nor violates children.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：G613
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1 王晓丽;中班数学集体教学活动中幼儿游戏性表现的现状研究[D];南京师范大学;2011年
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3 沈晓燕;幼儿园活动区自制玩学具及其效用研究[D];华东师范大学;2007年
本文编号：2213781
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