体育活动中幼儿合作学习的指导策略研究
发布时间：2018-10-16 17:33
【摘要】： 随着经济、政治、文化的全球化发展,社会进入了高速发展的时期,人类比任何时候都需要增进彼此的交往与合作。随着在社会生活中合作能力重要性的日益突显,合作学习在幼儿教育领域也越来越受到重视。但是,关于幼儿体育活动中合作学习的研究却不多见。笔者通过实地观察幼儿园体育活动中合作学习的开展,归纳、总结和提炼了有效促进幼儿合作学习的指导策略,从而为幼儿园教师的实践活动提供参考。 本研究主要由四个部分组成: 第一部分,创设合作条件,激发幼儿体育合作学习的兴趣。本部分结合实际案例阐述了在体育活动中开展幼儿合作学习的三个基础条件,即选择适宜的合作学习任务、培养合作技能以及建立个人责任。 第二部分,在体育活动中建构幼儿合作学习小组。合作学习小组是幼儿在体育活动中进行合作学习的载体,本部分阐述了如何有效建构合作学习小组。小组性质有同质小组和异质小组两种。小组结构有基础小组、非正式小组、正式小组;小组规模可根据任务、材料、幼儿原有经验、合作进程等因素来确定;在合作学习中可以通过幼儿自由组合、教师分组、师幼协商分组来建构合作学习小组;最后需要建立小组认同感和凝聚力。 第三部分,在体育活动中利用规则规范幼儿合作学习过程。规则的制定者主要以教师为主,幼儿在教师协助下也可尝试自主制定规则。本文从三个维度对规则的类型进行划分,根据规则的外显程度可分为显性规则和隐形规则;根据规则的可变程度可分为临时性规则、调适性规则与恒定性规则;根据规则的适用范围可划分为:普适性规则和特异性规则。规则意识和规则行为的培养方法有榜样示范法、体验法、自定规则法、环境强化法等。 第四部分,在体育活动中建立幼儿合作学习的积极相互依赖。积极的相互依赖包括:目标互赖、材料互赖、角色互赖、奖励互赖等。
[Abstract]:With the globalization of economy, politics and culture, society has entered a period of rapid development. With the increasing importance of cooperative ability in social life, cooperative learning has been paid more and more attention in the field of early childhood education. However, the study of cooperative learning in infant sports activities is rare. By observing the development of cooperative learning in kindergarten sports activities, the author summarizes, summarizes and extracts the guiding strategies to effectively promote the cooperative learning of young children, thus providing a reference for the practical activities of kindergarten teachers. This research mainly consists of four parts: the first part, create cooperation conditions, stimulate children's interest in sports cooperative learning. This part expounds the three basic conditions of carrying out cooperative learning in sports activities, that is, choosing suitable cooperative learning tasks, cultivating cooperative skills and establishing personal responsibility. The second part, constructs the child cooperation study group in the sports activity. Cooperative learning group is the carrier of cooperative learning in sports activities. This part expounds how to construct cooperative learning group effectively. There are two groups: homogeneous group and heterogeneous group. The group structure has basic group, informal group, formal group; group size can be determined according to tasks, materials, children's original experience, cooperation process and so on; in cooperative learning, teachers can be grouped through the free combination of young children. To construct cooperative learning group, we need to establish group identity and cohesion. The third part, use rules to standardize the process of cooperative learning in sports activities. The rules are mainly made by teachers, and children can also try to make rules by themselves with the help of teachers. This paper divides the types of rules from three dimensions, according to the explicit degree of rules can be divided into explicit rules and invisible rules, according to the variable degree of rules can be divided into temporary rules, adaptability rules and invariance rules. According to the scope of application of the rules can be divided into: universal rules and specific rules. The training methods of rule consciousness and behavior include model law, experience method, self-rule method, environment reinforcement method and so on. The fourth part, establish the positive interdependence of children's cooperative learning in sports activities. Positive interdependence includes: goal interdependence, material interdependence, role interdependence, reward interdependence, etc.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.7
本文编号：2275126
[Abstract]:With the globalization of economy, politics and culture, society has entered a period of rapid development. With the increasing importance of cooperative ability in social life, cooperative learning has been paid more and more attention in the field of early childhood education. However, the study of cooperative learning in infant sports activities is rare. By observing the development of cooperative learning in kindergarten sports activities, the author summarizes, summarizes and extracts the guiding strategies to effectively promote the cooperative learning of young children, thus providing a reference for the practical activities of kindergarten teachers. This research mainly consists of four parts: the first part, create cooperation conditions, stimulate children's interest in sports cooperative learning. This part expounds the three basic conditions of carrying out cooperative learning in sports activities, that is, choosing suitable cooperative learning tasks, cultivating cooperative skills and establishing personal responsibility. The second part, constructs the child cooperation study group in the sports activity. Cooperative learning group is the carrier of cooperative learning in sports activities. This part expounds how to construct cooperative learning group effectively. There are two groups: homogeneous group and heterogeneous group. The group structure has basic group, informal group, formal group; group size can be determined according to tasks, materials, children's original experience, cooperation process and so on; in cooperative learning, teachers can be grouped through the free combination of young children. To construct cooperative learning group, we need to establish group identity and cohesion. The third part, use rules to standardize the process of cooperative learning in sports activities. The rules are mainly made by teachers, and children can also try to make rules by themselves with the help of teachers. This paper divides the types of rules from three dimensions, according to the explicit degree of rules can be divided into explicit rules and invisible rules, according to the variable degree of rules can be divided into temporary rules, adaptability rules and invariance rules. According to the scope of application of the rules can be divided into: universal rules and specific rules. The training methods of rule consciousness and behavior include model law, experience method, self-rule method, environment reinforcement method and so on. The fourth part, establish the positive interdependence of children's cooperative learning in sports activities. Positive interdependence includes: goal interdependence, material interdependence, role interdependence, reward interdependence, etc.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.7
【引证文献】
相关硕士学位论文 前1条
1 王金芳;4-5岁幼儿美工区小组学习研究[D];南京师范大学;2011年
，本文编号：2275126
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