3-6岁幼儿科学探究的年龄特点及其引导

发布时间：2018-01-14 23:08

本文关键词：3-6岁幼儿科学探究的年龄特点及其引导　出处：《学前教育研究》2010年12期 　论文类型：期刊论文

【摘要】：3-6岁幼儿在探究的兴趣点与目的性、所适宜的探究方法与探究记录方式、表达结果与交流等方面既具有共性又存在着明显的年龄差异。一般来说,小班幼儿更喜欢探究自己日常喜欢、熟悉的事物,探究兴趣不稳定,其探究方法更多局限于直接的感知与操作,探究视角小,对操作过程感兴趣,但不喜欢记录与表达,同伴间较少主动交流,对教师的提问虽能给出实时的回答,但说得极为简单,通常是重复已有的想法或同伴的表达。中班幼儿对生活中时有接触但不太熟悉的事物更容易表现出强烈的探究兴趣,喜欢观察特征明显、多元、有变化且好玩的事物与现象,会主动记录自己探究的猜想或结果,但还缺乏逻辑性与层次性,经常是看到什么就记录什么,在教师引导下能够围绕问题进行整体有序观察或两两比较探究,乐于与同伴交流。大班幼儿则开始逐渐对有一定挑战性的内容或问题表现出探究兴趣,喜欢关注事物的变化、细节特点与功用等,活动前预测、活动中检验与求证的能力有了明显提高,开始乐意尝试多元化、个性化的记录与表达方式,常常会边探究边交流讨论,甚至还会出现争论与协商。教师应关注不同年龄段幼儿科学探究学习的需求,提升自己研究幼儿发展、提供支持性教育的能力,以增进幼儿科学教育的适宜性,最终促进幼儿科学素养的全面发展。
[Abstract]:The children of 3-6 years old in exploring the point of interest and purpose, the suitable method of inquiry and inquiry records, and expression of the exchanges and other aspects of both common and there are significant age differences. In general, small children more love to explore their love everyday, familiar things, research interest is not stable, the method of inquiry more limited to the perception and direct operation, from the perspective of small, interested in the operation process, but not love records and expression, peer less active communication, the teachers can give real-time answer, but it is very simple, is usually repeated the ideas or companion of preschoolers. Life in contact but not too familiar things are more likely to show a strong interest in exploring, love to observe obvious characteristics, multiple things and phenomena change and fun, will take the initiative to record their inquiry or conjecture node The fruit, but also the lack of logic and hierarchy, often see what is recorded what can the overall ordered observation or 22 comparative inquiry around the problem under the guidance of teachers, willing to communicate with his fellows. Class children began to have some challenging content or problems showed interest in exploring changes, love attention things the details, features and functions of pre inspection and verification of the prediction ability, activity has been significantly improved, willing to start trying to diversify the expression, and personal records, often side edge research discussion even debate and negotiation. The teacher should pay attention to children of different ages of scientific inquiry learning needs, enhance study on their children's development, provide the ability to support education, to enhance the suitability of preschool education, and ultimately promote children's all-round development of scientific literacy.

【作者单位】：福建省幼儿教师培训中心;
【基金】：福建省教育厅2008年度A类社会科学研究项目“幼儿科学探究年龄特点比较研究”(编号J:A08248S)的阶段性研究成果
【分类号】：G610
【正文快照】： 在当前构建以儿童发展为本、尊重幼儿学习特点与发展规律的适宜性教育过程中,一线教师在为3-6岁不同年龄段幼儿选择科学探究内容、拟订活动目标、设计与指导活动时普遍存在针对性不强的问题,这就需要加强对不同年龄段幼儿科学探究特点和水平的研究,以为教师们设计具有年龄适

【共引文献】