3～6岁幼儿浮力的前概念及其对幼儿科学教育的启示

发布时间：2019-06-15 21:14

【摘要】：二十世纪以来,越来越多的研究者关注到幼儿对于周围世界的原有认识,并不断揭示出幼儿的超乎人们想象的认知能力,我们的幼儿园教育也强调要以幼儿的已有经验为基础。然而在现实生活中,人们却容易不知不觉地低估幼儿,也没有真正去发现幼儿所拥有的已有经验。本研究试图发现幼儿关于“浮力”的前概念现状,以期为进一步了解幼儿、反思现有教学做出努力。本研究选取成都市某幼儿园大班、中班、小班的共48名幼儿作为研究对象,采用情景访谈的方式探查幼儿关于沉浮和浮力的认识现状;对幼儿教师进行访谈,获得教师对于相关教学的观念。本研究显示:3～6岁幼儿倾向于认为物体的轻重、大小和水量是物体在水中“上浮”、“漂浮”、“沉”、“悬浮”的主要原因,依据物体在水中的状态(运动状态、相对位置等)来判断是否受到了浮力以及确定浮力的方向和大小,同时,有关物体与水的关系的理解也会影响到浮力是否存在的判断和浮力三要素的认识;受访教师普遍认为幼儿科学教育的内容应该来源于幼儿的生活,教学中主要采用幼儿主动探索的方式,重视幼儿探索的过程,把情感态度目标放在首位,认为幼儿不需要学习核心的科学概念,幼儿时期科学教育的作用就是让幼儿获得丰富的各种与科学有关的体验;现有关于“沉浮”现象的教学并未涉及相关的概念。根据本研究的发现,研究者对幼儿科学教育做出一些思考,如:教学是否可以涉及“浮力”、现有“沉浮”教学活动存在的问题等,并尝试提出了“沉浮”活动应精心准备材料、给予足够的时间让幼儿充分体验等建议。
[Abstract]:Since the 20th century, more and more researchers have paid attention to children's original understanding of the surrounding world, and have constantly revealed that children's cognitive ability beyond people's imagination. Our kindergarten education also emphasizes that it should be based on the existing experience of young children. However, in real life, it is easy to unwittingly underestimate young children, and do not really find out the existing experience of young children. This study attempts to find out the present situation of children's pre-concept of "buoyancy", in order to make efforts to further understand children and reflect on the existing teaching. In this study, a total of 48 children in large, middle and small classes in a kindergarten in Chengdu were selected as the research objects, and the present situation of children's understanding of ups and downs and floatation was explored by situational interview, and the teachers' ideas about related teaching were obtained by interviews with kindergarten teachers. This study shows that 3 years old children tend to think that the weight, size and water quantity of the object are the main reasons for the "floating", "sinking" and "suspension" of the object in the water. According to the state of the object in the water (motion state, relative position, etc.), it is determined whether the object is subjected to the buoyancy and the direction and size of the buoyancy. The understanding of the relationship between object and water will also affect the judgment of the existence of buoyancy and the understanding of the three elements of buoyancy. It is generally believed that the content of children's science education should come from the children's life. In the teaching, children should take the initiative to explore, attach importance to the process of children's exploration, put the emotional attitude goal in the first place, and think that children do not need to learn the core scientific concepts. The role of science education in early childhood is to enable children to obtain a wealth of science-related experiences. The existing teaching of ups and downs does not involve related concepts. According to the findings of this study, the researchers make some thoughts on children's science education, such as whether teaching can involve "buoyancy" and the problems existing in the existing "ups and downs" teaching activities, and try to put forward some suggestions that "ups and downs" activities should carefully prepare materials and give sufficient time for children to fully experience them.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G613.3

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