大班幼儿合作编制图书活动的过程与特点

发布时间：2018-01-14 08:34

本文关键词：大班幼儿合作编制图书活动的过程与特点　出处：《学前教育研究》2011年05期 　论文类型：期刊论文

【摘要】：本研究综合运用情境观察法、作品分析法对大班幼儿合作编制图书活动过程及其特点展开研究,结果发现:在大班幼儿合作编制图书活动中,幼儿的合作类型可以分为平行型、交互型、领导型和冲突型,其中领导型合作小组的合作效果优于其他类型;幼儿的合作水平可以分为形式化水平、松散性水平、组织化水平,其中组织化水平的合作小组制作出来的图画书内容水平最高;整体而言,大班幼儿在没有教师指导的情况下,合作编制的图画书水平偏低;合作类型、合作水平都与作品内容水平显著相关,但是与作品的结构水平无关。合作编制图画书活动对于大班幼儿来说是一个颇具难度和挑战的任务,是一种落在大班幼儿"最近发展区"的活动。教师首先需要在幼儿合作确立故事主题和创编故事时提供一定的支架,让幼儿意识到合作编制图画书时需要有共同的主题及故事,并引导幼儿围绕主题和故事进行讨论协商,而后在幼儿合作编制图画书的具体过程中能够针对不同合作类型小组的特点进行个别化指导。
[Abstract]:This study synthetically uses the situational observation method, the work analysis method to carry on the research to the large class child cooperation to compile the book activity process and the characteristic, the result: in the big class child cooperation compilation book activity. The cooperation types of young children can be divided into parallel type, interactive type, leadership type and conflict type, among which the cooperation effect of leading cooperative group is better than that of other types. The cooperation level of children can be divided into formal level, loose level and organizational level, among which the content level of picture books produced by cooperative group with organized level is the highest. On the whole, the level of picture books produced by large class children is low without the guidance of teachers. The type of cooperation and the level of cooperation are significantly related to the content level of the work, but it has nothing to do with the level of the structure of the work. It is a difficult and challenging task for the large class children to work together to compile picture books. It is a kind of activity which falls in the "proximal development area" of the large class children. The teacher needs to provide a certain support when the children cooperate to establish the story theme and create the story. Let children realize the need to cooperate in the preparation of picture books have common themes and stories, and guide children around themes and stories for discussion and consultation. Then, in the process of compiling picture books in cooperation with young children, individualized instruction can be carried out according to the characteristics of different cooperation groups.
【作者单位】：北京师范大学珠海分校教育学院;
【基金】：全国教育科学“十一五”规划重点课题“促进幼儿自我概念发展的教师评价行为研究”(课题编号:DFA90192)的阶段性研究成果
【分类号】：G612
【正文快照】： 一、问题提出自制图画书活动是让幼儿把自己构思的故事用绘画的方式连续、完整地表达出来并装订成册的活动。[1]幼儿在与同伴合作编制图书的活动中,不仅能够通过口头语言,而且能够通过书面符号来表达和交流。幼儿一边使用最熟悉的符号系统———口语进行交流,一边使用图像文

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