4～6岁幼儿小组合作学习的研究

发布时间：2018-11-24 10:35

【摘要】： 幼儿小组合作学习是以小组为单位和活动共同体,通过小组成员间的交流与协作,最大限度地发挥幼儿各自的经验、知识优势和思维特点,共同研究讨论解决问题的方案和思路,形成共同的研究结果的行为。与传统教学相比,幼儿小组合作学习突出了幼儿的主体地位,为小组成员的相互沟通、支持与配合提供机会,培养了幼儿的合作能力和主动参与的意识,使其更加充分地展示并发挥创造潜能。在《幼儿园教育指导纲要(试行)》的指引下,幼教工作者从观念上基本认识到幼儿小组合作学习的重要性,但是在实践中由于种种因素,幼儿小组合作学习却往往被忽略了。如何把幼儿小组合作学习的观念转化为一线教师可以操作的实践已经成为幼儿园工作中急需解决的问题。因此,本研究以一线的幼儿园教师为合作伙伴,以4～6岁幼儿为研究对象,以马克思哲学理论、建构主义理论和目标结构理论为理论基础,在现场观察和访谈收集数据资料的基础上,经过统计分析和案例分析,从幼儿小组合作学习行为的背景、主题、组织、类型和结果五个不同维度呈现出幼儿小组合作行为的特征。研究发现:幼儿在小组合作学习中虽然是主体,但更多的时候处于被动的地位,而教师却成为主动者,控制着合作行为的开启,左右着幼儿的行为;幼儿的小组合作学习行为随年龄的增长而呈现逐渐提高的趋势;对合作能力的培养以及合作技能的提高应成为幼儿教育中不可忽视的问题。同伴间心灵的沟通和默契是幼儿人生的一个重要能力,教师的作用是促进而不是妨碍这种沟通和默契,是让幼儿真正认识到自己和同伴的价值而不是感受教师的不当权威。针对这些问题,研究者提出了一些培养4～6岁幼儿小组合作学习能力的建议。如采用多种措施,创设良好的合作情境;指导幼儿与同伴交往的方法,促使产生其高效的合作行为;更新教学观念,转变教师角色等。本研究一方面在一定程度上丰富幼儿小组合作学习的理论,提升教师对幼儿小组合作学习的认识,为教师培养幼儿合作能力提供有力的理论支持。另一方面,在提高对幼儿小组合作学习的认识和对幼儿发展理解的基础上,将理论和实践结合起来,为幼儿园的实践工作提供相应的教育策略。
[Abstract]:The cooperative learning of young children group is to take the group as the unit and the community of activities, through the communication and the cooperation among the group members, to maximize the young children's respective experience, knowledge superiority and thinking characteristic. Work together to discuss solutions and ideas, and form the behavior of common research results. Compared with the traditional teaching, cooperative learning in small groups highlights the dominant position of young children, provides opportunities for group members to communicate with each other, supports and collaborates, and cultivates children's cooperative ability and awareness of active participation. Make it more fully display and play to the creative potential. Under the guidance of the guiding Program of Kindergarten Education (trial), the kindergarten educators basically recognize the importance of cooperative learning in early childhood groups from the perspective of the concept, but in practice, the cooperative learning of small groups is often neglected because of various factors. How to transform the concept of group cooperative learning into the practice that teachers can operate has become an urgent problem in kindergarten work. Therefore, this study takes kindergarten teachers as partners, 4-year-old children as research objects, Marxist philosophy theory, constructivism theory and goal structure theory as the theoretical basis. On the basis of on-the-spot observation and interview data collection, through statistical analysis and case analysis, the background, theme and organization of cooperative learning behavior in early childhood groups are analyzed. The five dimensions of type and result showed the characteristics of group cooperative behavior. The study found that children in group cooperative learning although the main, but more often in a passive position, but teachers become active, control the opening of cooperative behavior, affect the behavior of young children; The group cooperative learning behavior of young children gradually increases with the increase of age, and the cultivation of cooperative ability and the improvement of cooperative skills should become the problems that can not be ignored in early childhood education. The communication and tacit understanding between peers is an important ability of children's life. The role of teachers is to promote and not hinder this kind of communication and tacit understanding. It is to make children realize the value of themselves and their peers rather than feel the improper authority of teachers. In order to solve these problems, the researchers put forward some suggestions on how to develop the cooperative learning ability of 4-year-old 6-year-old children. Such as adopting many kinds of measures, creating good cooperation situation, instructing children to communicate with their peers, promoting their effective cooperative behavior, renewing teaching concepts, changing teachers' roles and so on. On the one hand, this study enriches the theory of group cooperative learning to some extent, promotes teachers' understanding of group cooperative learning, and provides strong theoretical support for teachers to cultivate children's cooperative ability. On the other hand, on the basis of improving the understanding of group cooperative learning and understanding of infant development, the theory and practice are combined to provide the corresponding educational strategy for the practical work of kindergarten.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G612

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