具身认知理论视野下幼儿园故事教学活动设计策略研究

发布时间：2018-04-28 08:20

本文选题：幼儿园故事教学 + 具身认知理论　；参考：《信阳师范学院》2017年硕士论文

【摘要】：《3—6岁儿童学习与发展指南》明确提出:“幼儿语言的发展贯穿于各个领域,也对其它领域的学习与发展有着重要的影响。”这一论断非常清楚地指明了幼儿语言的学习和发展对于其全面发展具有不可替代的作用。故事作为幼儿园语言教育的素材是幼儿最喜闻乐见的,因此幼儿园故事教学活动一直受到教育者和家长们的广泛关注。但是现今的幼儿园故事教学活动设计往往以幼儿知晓故事内容为目的,采用师问生答的单一模式讲授,这样做不仅不能激发幼儿的学习兴趣,同时也对其身心的长久发展不利。近年来,国内外的许多学者已意识到具身认知理论对于幼儿园语言教学有着重要的指导意义,并进行了较为系统、具体的研究。具身认知理论下的具身学习倡导适宜情境的创设,强调身体与情境的互动,重视主观经验的内化,这些对于改善目前幼儿园语言教育的现状有着重大的实践意义。本研究从具身认知理论的视角出发,运用文献法、观察法、访谈法、案例分析法等研究方法对幼儿园故事教学活动设计进行了研究。查阅相关文献,收集、整理活动案例,亲历活动现场,访谈相关人员,以此总结现存的问题及形成的原因,同时指明新的视角对于解决问题的借鉴意义,进而寻求幼儿园故事教学活动设计的有效策略,以期提高幼儿园故事教学活动的质量。本研究包含五个部分:第一部分,绪论。主要论述了论文选题的背景,意义,研究现状,研究的方案、方法和内容,作为本研究的准备部分。第二部分,具身认知理论在幼儿园故事教学活动设计中的意义。具身认知理论作为第二代认知科学的显著特征,对我国幼儿园语言教学活动设计的创新有着巨大的指导意义。在前人研究的基础上,笔者通过对具身认知理论的渊源、理论基础、主要观点及其与相关学习理论关系的梳理,揭示出具身认知理论在幼儿园故事教学活动设计中的意义。第三部分,具身认知理论下的幼儿园故事教学活动设计现状反思。此部分首先通过对文献的深度剖析提出了幼儿园故事教学活动设计的概念,接着主要采用了观察法与访谈法对幼儿园故事教学活动设计的各环节情况及相关人员进行了深入走访,最后分析摸查到的结果,对幼儿园故事教学活动设计存在的问题进行总结和反思。第四部分,具身认知理论下幼儿园故事教学活动设计原则。在对具身认知理论的相关文献进行分析反思后,考虑到幼儿的身心特点和语言发展水平,提出了基于具身认知理念下的幼儿园故事教学活动设计的原则:主体性原则,身体参与性原则,情境化原则和活动性原则。第五部分,具身认知理论启示下幼儿园故事教学活动设计的策略。在与幼儿园教师反复讨论设计方案和实施教学活动的过程中,以具身认知理论为导向,从幼儿园故事教学活动的目标、内容、组织实施和评价四个方面提出了相关的设计策略。
[Abstract]:< 3-6 years old Children's Learning and Development Guide clearly points out: "the development of young children's language runs through every field and has an important impact on the learning and development of other fields." This conclusion clearly indicates that the study and development of young children's language plays an irreplaceable role in their overall development. As the material of kindergarten language education, the story is the most popular among children, so the kindergarten story teaching activities have been widely concerned by educators and parents. However, nowadays, the kindergarten story teaching activities are designed for the purpose of knowing the content of the story and using the single model of teacher's answer, which not only can not stimulate the children's interest in learning, but also is unfavorable to the long-term development of their body and mind. In recent years, many scholars at home and abroad have realized that the theory of body cognition has important guiding significance for kindergarten language teaching, and has carried out systematic and specific research. The body learning under the theory of physical cognition advocates the creation of appropriate situation, emphasizes the interaction between body and situation, and emphasizes the internalization of subjective experience, which has great practical significance for improving the present situation of kindergarten language education. From the perspective of body cognitive theory, this study studies the design of kindergarten story teaching activities by the methods of literature, observation, interview and case analysis. Referring to relevant documents, collecting, sorting out activity cases, experiencing the activity scene, interviewing relevant personnel, summarizing the existing problems and the reasons for their formation, and pointing out the reference significance of the new perspective for solving the problems at the same time. In order to improve the quality of the kindergarten story teaching activities, the effective strategy of the kindergarten story teaching activity design is sought. This research includes five parts: the first part, introduction. This paper mainly discusses the background, significance, research status, research scheme, methods and contents, as the preparation part of this study. The second part, the meaning of the theory of body cognition in the kindergarten story teaching activity design. As a remarkable feature of the second generation cognitive science, the theory of body cognition has great guiding significance for the innovation of the design of language teaching activities in kindergartens in China. On the basis of previous studies, the author reveals the significance of the theory of personal cognition in the design of kindergarten story teaching activities by combing the origin, theoretical basis, main viewpoints and the relationship between the theory and relevant learning theories. The third part, reflection on the present situation of kindergarten story teaching activity design under the theory of body cognition. This part first puts forward the concept of the kindergarten story teaching activity design through the deep analysis of the literature. Then it mainly uses the observation method and the interview method to carry on the thorough visit to each link of the kindergarten story teaching activity design and the related personnel, and finally analyzes the result of the test. This paper sums up and reflects on the problems existing in the design of kindergarten story teaching activities. The fourth part, the kindergarten story teaching activity design principle under the body cognition theory. After analyzing and introspecting the relevant documents of the theory of body cognition and considering the characteristics of body and mind and the level of language development, the author puts forward the principle of the teaching activity design of kindergarten story based on the concept of body cognition: the principle of subjectivity. Body participation principle, situational principle and activity principle. The fifth part, the strategy of the kindergarten story teaching activity design under the enlightenment of body cognition theory. In the process of repeatedly discussing the design scheme and carrying out teaching activities with kindergarten teachers, this paper, guided by the theory of personal cognition, puts forward relevant design strategies from four aspects: the goal, content, organization, implementation and evaluation of kindergarten story teaching activities.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2

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