5岁儿童对植物生长知识理解的个案研究

发布时间：2018-11-13 20:39

【摘要】： 儿童时期是决定一个人能否形成良好的科学探究能力的关键时期,因此该时期的科学教育在我国的教育改革中占有越来越重要的地位。幼儿的科学探究应从身边的事物开始,这样有益于幼儿真正地理解科学、热爱科学。植物正是儿童身边感兴趣的事物,植物的种植活动也是儿童科学活动的一部分,遂本人进行了儿童种植活动的系列实验。实验需要理论的指导,由于儿童的活动离不开与社会因素的相互作用,所以本文尝试以社会建构主义学习理论为基础,指导儿童的科学种植活动,并尝试在社会建构主义学习理论的指导下分析5岁儿童对植物生长知识的理解。具体而言,本研究的论述分为三大部分: 引言部分简要介绍儿童早期科学教育的重要性。儿童要通过“做科学”来学习科学,通过探究身边的事物理解科学。植物的种植活动能满足儿童的探究欲望,在社会建构主义学习理论的指导下,在种植探究过程中尝试分析儿童对植物生长知识的理解。正文部分分为三个部分。第一部分主要论及社会建构主义学习理论及对幼儿科学教育中种植活动的指导意义,为5岁儿童种植菜豆系列活动提供理论指导;第二部分简要分析国内外儿童早期科学教育研究的现状;第三部分着重阐述社会建构主义学习理论指导下5岁儿童种植菜豆系列活动中对植物生长知识的理解分析。第三部分是全文的重点。结论部分总结全文,指出社会建构主义学习理论指导下5岁儿童理解植物生长知识的客观性、直接性、具体性及持久性。
[Abstract]:Childhood is the key period to determine whether a person can form a good ability of scientific inquiry. Therefore, science education in this period plays an increasingly important role in the educational reform of our country. Children's scientific inquiry should start from the things around them, which is beneficial to children's understanding of science and love of science. Plants are just things of interest to children, and plant planting is also a part of children's scientific activities, so I have carried out a series of experiments on children's planting activities. Experiments need the guidance of theory, because children's activities can not be separated from the interaction with social factors, so this paper attempts to guide children's scientific cultivation activities based on social constructivism learning theory. Under the guidance of the learning theory of social constructivism, this paper attempts to analyze the understanding of plant growth in 5-year-old children. Specifically, this study is divided into three parts: the introduction briefly introduces the importance of early childhood science education. Children should learn science by doing science and understand science by exploring things around them. Plant planting can satisfy children's inquiry desire. Under the guidance of social constructivism learning theory, this paper tries to analyze children's understanding of plant growth knowledge in the process of planting inquiry. The text is divided into three parts. The first part mainly discusses the social constructivism learning theory and the guiding significance of planting activities in early childhood science education, which provides theoretical guidance for 5-year-old children planting bean series activities; The second part briefly analyzes the current situation of the research on early childhood science education at home and abroad, and the third part focuses on the understanding and analysis of plant growth knowledge of five-year-old children under the guidance of social constructivism learning theory. The third part is the focus of the paper. The conclusion part summarizes the full text and points out that under the guidance of the social constructivism learning theory, the five-year-old children understand the objectivity, directness, concreteness and persistence of plant growth knowledge.
【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】：G613.3

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