多媒体辅助教学情境下幼儿注意力表现研究

发布时间：2018-06-01 08:15

本文选题：多媒体 + 幼儿　；参考：《陕西师范大学》2015年硕士论文

【摘要】：俄国的教育家乌申斯基曾说过：“注意是学习的门户”,也就是说如果我们不能打开这扇门,那么我们就不能很好的去学习知识和技能,对成人如此,对幼儿来说也是如此。作为一种全新的教学方式,多媒体辅助教学已经走进了幼儿园的教育活动,并成为幼儿教师广泛采用的一种教学方式。那么在多媒体辅助教学情境下幼儿的注意力表现如何,本论文通过对多媒体辅助幼儿园教学的心理学理论探讨与实践紧密结合的研究,得出了在多媒体辅助教学情境下幼儿注意力的表现情况,并对影响幼儿注意力表现的因素进行了分析,并在研究的最后提出了相应的教育建议,希望能够提高幼儿园多媒体辅助教学的效率,促进幼儿的发展。本论文主要采用调查法,在对文献分析的基础上,综合运用行为观察、访谈等具体方法收集并分析资料,研究结果表明：相对于非多媒体辅助的教学,多媒体辅助教学更能吸引幼儿的注意力；在多媒体辅助教学情境下幼儿注意力稳定性较好,但是幼儿注意力的广度依然较小,多媒体课件的设计及教师的语言会影响幼儿注意力的分配和转移。在运用多媒体辅助教学的过程中,幼儿的注意力又受到多种因素的制约和影响,有些因素有利于幼儿注意力的保持,也有些因素会抑制幼儿的注意力。在多媒体辅助幼儿园教学情境下,利于幼儿注意力发展的因素有多媒体的色彩刺激,多媒体的声音刺激,多媒体电子课件内容设计的趣味性,多媒体及时反馈信息。多媒体辅助教学过程中影响幼儿注意力发展的不利因素有：教师过分依赖多媒体会影响幼儿注意力的集中,多媒体系统影像频繁切换不利于幼儿注意的选择,多媒体课件中不符合幼儿知识经验的教育内容不能更好地吸引幼儿的注意力。此外,本研究在分析多媒体辅助幼儿园教学中影响幼儿注意力的有利因素和不利因素的基础上,对多媒体辅助教学情景下如何促进幼儿注意力更好的发展提出一些教育建议。
[Abstract]:Russian educator Wushensky once said, "attention is the gateway to learning," which means that if we can't open the door, then we can't learn knowledge and skills very well, for adults and for young children. As a new teaching method, multimedia assisted teaching has entered the kindergarten educational activities, and has become a widely used teaching method for kindergarten teachers. Then how does the attention of children behave in the context of multimedia assisted teaching? this paper studies the close combination of psychological theory and practice of multimedia assisted kindergarten teaching. The paper obtains the performance of children's attention in the context of multimedia assisted teaching, analyzes the factors that affect the performance of children's attention, and puts forward corresponding educational suggestions at the end of the study. We hope to improve the efficiency of multimedia-assisted teaching and promote the development of children. On the basis of literature analysis, this paper mainly uses the methods of behavior observation, interview and other concrete methods to collect and analyze the data. The research results show that: compared with non-multimedia assisted teaching, Multimedia assisted instruction can attract the attention of young children more; in the context of multimedia assisted teaching, the attention stability of children is better, but the attention span of children is still relatively small. The design of multimedia courseware and teacher's language will affect the allocation and transfer of children's attention. In the process of using multimedia assisted instruction, children's attention is restricted and influenced by many factors, some of which are beneficial to the maintenance of children's attention, and others will restrain the attention of children. In the context of multimedia assisted kindergarten teaching, the factors conducive to the development of children's attention include multimedia color stimulation, multimedia sound stimulation, multimedia electronic courseware content design interest, multimedia timely feedback information. In the process of multimedia assisted teaching, the unfavorable factors affecting the development of children's attention are: teachers' excessive dependence on multimedia will affect the concentration of children's attention, and the frequent switching of multimedia system images is not conducive to the choice of children's attention. The educational contents which do not accord with children's knowledge and experience in multimedia courseware can not attract children's attention better. In addition, on the basis of analyzing the favorable and unfavorable factors that affect children's attention in multimedia assisted kindergarten teaching, this study puts forward some educational suggestions on how to promote the better development of children's attention in the context of multimedia assisted teaching.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G612;G434

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