多元智能理论在幼儿社会领域中的应用研究
发布时间：2018-12-19 08:24
【摘要】： 幼儿教育是对于一个学生认识和体验学校学习,形成良好的生活、学习习惯等都具有非常重要的作用。为提高我国幼儿教育的教学质量,人们开始在借鉴和学习多元智能理论,在这一过程也凸现出了种种问题。目的：研究者试图在不打乱正常教学的情况下,把多元智能理论应用到现行的幼儿社会领域课程中,形成多元优势更优的社会领域课程体例,并通过自编问卷检验多元智能理论在幼儿社会领域中应用的合理性和有效性。方法：本研究用SPSS11.5统计软件进行分析,对幼儿进行教学分组,对自编问卷进行探索分析、项目分析、因素分析、信效度检验以及实验数据处理。结果：(1)自编问卷《幼儿社会优势领域目标评定问卷(大班／中班／小班)》,大班包括社会交往、社会文化、社会自我和社会知识四个维度,信度(内容一致性系数)为0.9239,总分与维度间的相关在0.6-0.9之间,维度之间的相关在0.4-0.7之间,结构效度较好；中班包括社会认知、社会自我、社会体验、社会道德、社会道德、社会能力五个维度,信度(内容一致性系数)为0.9496,总分与维度间的相关在0.7-0.85之间,维度之间的相关在0.4-0.6之间,结构效度较好；小班包括社会道德、社会自我、交往对象、团体认知、交往活动五个维度,信度(内容一致性系数)为0.9592,总分与维度间的相关在0.7-0.9之间,维度之间的相关在0.54-0.76之间,结构效度较好。(2)从课程设计的整体构架上看,课程比较有层次性,既有基础的多元课程,又有较高目标的优更优课程设计,能根据具体实践和需要选择适当的内容有针对性的进行干预,体现出了多元课程的灵活性。(3)通过实验干预,小班实验班幼儿社会领域发展高于对比班幼儿,但交往对象范围的发展受到心理发展水平的制约；中班实验班幼儿社会领域发展高于对比班幼儿,在社会自我、交往体验、交往能力维度上,实验班得分高于对比班得分,但二者不存在显著性差异,中班处于一种发展的潜伏期,其整体上的优势只是小班发展的结果；大班实验班与对比班在整体上不存在显著差异,在社会知识的获得上,多元课程并不具有绝对优势,而在社会自我发展和交往的发展上却显示出了其优势。结论：自编问卷信度可靠,结构效度基本良好,可以作为检验多元智能理论实验课程的工具；课程结构体系和内容较合理；课程实验干预可以把多元智能理论较好的应用到幼儿社会领域当中,效果良好。
[Abstract]:Early childhood education is very important for a student to know and experience school learning, to form a good life and study habits. In order to improve the teaching quality of preschool education in China, people begin to learn from and learn the theory of multiple intelligences. Objective: the researchers try to apply the theory of multiple intelligences to the current curriculum of social field of young children without disrupting the normal teaching, so as to form a better curriculum style of social field with multiple advantages. The rationality and validity of the application of multiple intelligences theory in the field of infant society were tested by self-designed questionnaire. Methods: the study was analyzed by SPSS11.5 software. The children were divided into groups. The self-made questionnaire was analyzed, item analysis, factor analysis, reliability and validity test and experimental data processing. Results: (1) Self-made questionnaire < questionnaire for assessing goals in the Field of Young Children's Social advantage (large class / middle class / small class) >. The large class included four dimensions: social communication, social culture, social self and social knowledge. The reliability (content consistency coefficient) was 0.9239, the correlation between total score and dimension was between 0.6-0.9, the correlation between dimension and dimension was between 0.4-0.7, and the structural validity was better. The middle class includes five dimensions: social cognition, social self, social experience, social morality and social ability. The reliability (content consistency coefficient) is 0.9496, and the correlation between total score and dimension is 0.7-0.85. The correlation between dimensions was between 0.4-0.6, and the structural validity was better. Small class includes five dimensions: social morality, social self, communication object, group cognition, communication activity. The reliability (content consistency coefficient) is 0.9592, the correlation between total score and dimension is 0.7-0.9. The correlation between the dimensions is between 0.54-0.76, and the structural validity is good. (2) from the overall framework of curriculum design, the curriculum is more hierarchical, both basic multi-curriculum and higher goal of better curriculum design. According to the specific practice and need to choose appropriate content targeted intervention, reflects the flexibility of the multi-curriculum. (3) through experimental intervention, the small experimental class children's social field development is higher than the contrast class children, However, the development of the range of objects of communication is restricted by the level of psychological development. The development of social field in the experimental class was higher than that in the contrast class. The score of the experimental class was higher than that of the contrast class in the dimensions of social self, communication experience and communicative ability, but there was no significant difference between them. Middle class is in a latent period of development, its overall advantage is only the result of small class development; There is no significant difference between the experimental class and the contrast class in the whole. In the acquisition of social knowledge, the multi-curriculum does not have the absolute advantage, but shows its superiority in the social self-development and the communication development. Conclusion: the reliability and validity of the self-designed questionnaire can be used as a tool to test the theory of multiple intelligences, and the structure and content of the curriculum are reasonable. Curriculum experiment intervention can apply the theory of multiple intelligences to the field of infant society, and the effect is good.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612
本文编号：2386668
[Abstract]:Early childhood education is very important for a student to know and experience school learning, to form a good life and study habits. In order to improve the teaching quality of preschool education in China, people begin to learn from and learn the theory of multiple intelligences. Objective: the researchers try to apply the theory of multiple intelligences to the current curriculum of social field of young children without disrupting the normal teaching, so as to form a better curriculum style of social field with multiple advantages. The rationality and validity of the application of multiple intelligences theory in the field of infant society were tested by self-designed questionnaire. Methods: the study was analyzed by SPSS11.5 software. The children were divided into groups. The self-made questionnaire was analyzed, item analysis, factor analysis, reliability and validity test and experimental data processing. Results: (1) Self-made questionnaire < questionnaire for assessing goals in the Field of Young Children's Social advantage (large class / middle class / small class) >. The large class included four dimensions: social communication, social culture, social self and social knowledge. The reliability (content consistency coefficient) was 0.9239, the correlation between total score and dimension was between 0.6-0.9, the correlation between dimension and dimension was between 0.4-0.7, and the structural validity was better. The middle class includes five dimensions: social cognition, social self, social experience, social morality and social ability. The reliability (content consistency coefficient) is 0.9496, and the correlation between total score and dimension is 0.7-0.85. The correlation between dimensions was between 0.4-0.6, and the structural validity was better. Small class includes five dimensions: social morality, social self, communication object, group cognition, communication activity. The reliability (content consistency coefficient) is 0.9592, the correlation between total score and dimension is 0.7-0.9. The correlation between the dimensions is between 0.54-0.76, and the structural validity is good. (2) from the overall framework of curriculum design, the curriculum is more hierarchical, both basic multi-curriculum and higher goal of better curriculum design. According to the specific practice and need to choose appropriate content targeted intervention, reflects the flexibility of the multi-curriculum. (3) through experimental intervention, the small experimental class children's social field development is higher than the contrast class children, However, the development of the range of objects of communication is restricted by the level of psychological development. The development of social field in the experimental class was higher than that in the contrast class. The score of the experimental class was higher than that of the contrast class in the dimensions of social self, communication experience and communicative ability, but there was no significant difference between them. Middle class is in a latent period of development, its overall advantage is only the result of small class development; There is no significant difference between the experimental class and the contrast class in the whole. In the acquisition of social knowledge, the multi-curriculum does not have the absolute advantage, but shows its superiority in the social self-development and the communication development. Conclusion: the reliability and validity of the self-designed questionnaire can be used as a tool to test the theory of multiple intelligences, and the structure and content of the curriculum are reasonable. Curriculum experiment intervention can apply the theory of multiple intelligences to the field of infant society, and the effect is good.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612
【引证文献】
相关硕士学位论文 前1条
1 陈金平;基于多元智能观的中职学生班级管理[D];天津大学;2012年
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