建构主义理论视角下幼儿园社会教育的问题与对策研究

发布时间：2018-02-14 17:23

本文关键词： 建构主义理论幼儿园社会教育对策　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：我国幼儿园社会教育是以增进幼儿的社会认知激发幼儿的社会情感培养幼儿的社会行为为主要内容的教育,其核心是做人的教育。幼儿园社会教育对促进幼儿社会性的发展,整个国民素质水平的提高具有十分重要的意义。进入21世纪以来社会领域教育得到了快速发展,但与健康、语言、科学和艺术领域相比,其发展还比较薄弱,社会领域教育实践中还存在很多问题,如:教师传授式的教育方式常常使幼儿对社会领域的学习失去兴趣;因为考核评价指标不明确,教师容易忽视日常生活中随机的幼儿园社会教育等,从而使得社会领域教育缺乏实效性。基于这一背景,本研究提出建构主义理论视角下幼儿园社会教育的问题与对策研究。建构主义理论视角下的幼儿园社会教育,不仅符合幼儿的认知特点和学习规律,而且是幼儿园社会教育改革的迫切诉求。与传统的幼儿园社会教育相比,基于建构主义视角的幼儿园社会教育更强调幼儿的主体性,师幼之间的平等关系,幼儿之间的合作学习。本研究的目的在于将建构主义理论引入幼儿园社会教育中,使幼儿在幼儿园社会领域内容的学习中更主动、更快乐、学习效果更好。本研究采用访谈法、案例法、观察法对幼儿园社会教育展开了深入的调查研究,通过对调查结果的分析,探讨了建构主义理论视角下幼儿园社会教育的问题与对策。本研究有以下三个方面内容。第一章:建构主义理论视角下幼儿园社会教育概述。通过对建构主义理论,幼儿园社会教育等相关概念的界定,总结出建构主义理论视角下幼儿园社会教育的概念。提出建构主义理论视角下幼儿园社会教育的特征和价值。特征为主体性体验性情境性合作性对话性;价值为促进幼儿社会性发展和提升教师建构主义教育水平。第二章:基于建构主义视角提出幼儿园社会教育中的问题并进行归因分析。通过对幼儿园教师,园长等的访谈调查,笔者在幼儿园的观察及对幼儿园社会教育案例的分析,发现基于建构主义理论视角的幼儿园社会教育存在以下问题:幼儿的主体性发展不足,忽视真实情境的创设,忽略幼儿的体验学习,缺失学习共同体的构建,缺乏师幼之间的对话等。接下来,笔者从教师、幼儿园两个角度分析了造成以上问题的原因。第三章:针对问题,提出建构主义理论视角下幼儿园社会教育的对策:提升教师建构主义教育水平;发挥幼儿的主体性;创设适宜的情境;重视幼儿的体验学习;构建学习共同体;建立对话的师幼关系。
[Abstract]:The social education of kindergarten in our country is to promote the social cognition of children? To stimulate the social emotions of young children? The core of the education of cultivating children's social behavior is the education of being a human being, and the social education of kindergarten promotes the development of children's sociality. It is of great significance to improve the quality of the whole nation. Since 21th century, education in the social field has developed rapidly, but compared with the fields of health, language, science and art, its development is still relatively weak. There are still many problems in the practice of education in the social field, such as: the teacher-style education method often makes young children lose interest in learning in the social field; because the indicators of assessment and evaluation are not clear, It is easy for teachers to ignore the random kindergarten social education in daily life, which makes the education in the social field lack of effectiveness. Based on this background, This study puts forward the research on the problems and countermeasures of kindergarten social education from the perspective of constructivism theory, which not only accords with the cognitive characteristics and learning rules of children, but also with the perspective of constructivist theory. Compared with the traditional social education of kindergarten, the social education of kindergarten based on constructivism emphasizes the subjectivity of children and the equal relationship between teachers and children. The purpose of this study is to introduce constructivist theory into kindergarten social education so that children can be more active, happier and have better learning effect in the social field of kindergarten. The case law, the observation method has carried on the thorough investigation research to the kindergarten social education, through the analysis to the investigation result, This paper probes into the problems and countermeasures of kindergarten social education from the perspective of constructivism theory. This study has the following three aspects: chapter 1: an overview of kindergarten social education from the perspective of constructivist theory. The definition of related concepts such as kindergarten social education summarizes the concept of kindergarten social education from the perspective of constructivism theory and puts forward the characteristics and values of kindergarten social education from the perspective of constructivism theory. Experiential? Situational? Cooperative? Dialogue; the value is to promote the social development of young children and improve teachers' constructivism education level. Chapter two: based on constructivism perspective put forward the problems in kindergarten social education and attribution analysis. The author's observation in kindergarten and the analysis of the case of kindergarten social education show that there are some problems in the social education of kindergarten based on constructivism theory: the development of children's subjectivity is insufficient. Ignore the creation of real situation, ignore the experience of children learning, lack of learning community, lack of dialogue between teachers and children. The causes of the above problems are analyzed from two angles of kindergarten. Chapter three: aiming at the problems, the author puts forward the countermeasures of social education in kindergarten from the perspective of constructivism theory: improving the educational level of teachers' constructivism, giving play to the subjectivity of children; Create suitable situation; attach importance to the experience learning of children; construct learning community; establish the teacher-child relationship of dialogue.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612

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