在课堂教学中促进儿童思维发展的策略

发布时间：2018-01-20 11:12

本文关键词： 儿童思维教学策略课堂教学　出处：《学前教育研究》2010年11期 　论文类型：期刊论文

【摘要】：教师以科学合理的教育目标为指导,有步骤、有计划、有系统地利用各种课程资源发展儿童良好的思维能力与品质,是促进儿童智力发展、培养创新型人才的必然要求。教师应改变过去"一堂言"的灌输方式,构建民主、开放的课堂教学与评价体系,在张扬儿童个性中促进儿童自主思维与创造;教师应善于提供支架线索,以促进儿童思维品质与能力的多维发展;教师还应善于创设和利用情境,促进儿童思维能力的迁移。在此过程中,教师应处理好知识传授与发展儿童思维之间的关系,应分析和考虑问题情境难度与儿童认知负荷之间的关系,应建构民主、平等、和谐的师生关系与教学氛围。
[Abstract]:Under the guidance of scientific and reasonable educational goals, teachers should make use of all kinds of curriculum resources systematically to develop children's good thinking ability and quality, which is to promote children's intellectual development. Teachers should change the way of inculcating "one word" in the past, construct a democratic and open classroom teaching and evaluation system, and promote children's independent thinking and creation in promoting children's personality. Teachers should be good at providing scaffold clues to promote the multi-dimensional development of children's thinking quality and ability. Teachers should also be good at creating and using situations to promote the transfer of children's thinking ability. In this process, teachers should deal with the relationship between knowledge teaching and the development of children's thinking. The relationship between the difficulty of problem situations and children's cognitive burden should be analyzed and considered, and a democratic, equal and harmonious teacher-student relationship and teaching atmosphere should be constructed.
【作者单位】：湖南师范大学教育科学学院;中南大学外国语学院;
【基金】：国家精品课程“儿童发展与教育心理学”建设项目(批准号:教高函[2007]20号No.118)的资助
【分类号】：G612
【正文快照】： 一、问题提出思维是个体对客观事物间接和概括反映的过程,包括逻辑思维和形象思维。[1]思维力作为儿童智力的重要组成部分,发展思维力自然成为促进儿童智力发展的一个行之有效的手段。目前许多研究普遍认为应该通过各种课程有目的、有意识地培养儿童整体思维的能力,而不是仅

【参考文献】