幼儿园科学探究活动形式化问题及对策研究

发布时间：2018-10-09 20:07

【摘要】：儿童时期的科学探究对幼儿个体的成长与发展具有十分重要的作用和意义。科学探究活动是幼儿园开展正规性科学教育的主要形式。当前,我国在学前儿童科学教育理论和实践两方面都取得了一定的成就,但具体考察幼儿园科学探究活动的现状时,仍不难发现存在的问题,其中突出的是幼儿园科学探究活动存在流于形式的问题,探究表面化、形式化,在科学探究活动中没有幼儿自主的、充分的探究。针对这一问题,本研究综合运用文献研究法、观察法和案例分析法,对幼儿园科学探究活动形式化问题的表现及原因进行了较深入的分析,对如何避免幼儿园科学探究活动形式化问题提出了对策。本研究分为以下四大部分:第一章是绪论,包括本研究的选题缘由、文献综述、相关概念的界定、研究的理论基础、研究方法和研究意义六个部分。第二章是从科学探究活动的目标、内容、过程和活动延伸这四个方面,对幼儿园科学探究活动形式化问题进行分析。目标形式化的问题是方向迷失;内容形式化的问题是虚无和疏离;过程形式化的问题是走过场;活动延伸形式化的问题是名存实亡。第三章是从主体性因素和条件性因素两方面对幼儿园科学探究活动形式化问题的原因进行分析,其中主体性因素包括教师和幼儿两方面,条件性因素则从班级规模、时间因素、物质空间这三方面进行归因。第四章是针对当前幼儿园科学探究活动形式化问题,从科学探究活动的目标设计、内容选取和过程指导这三方面提出对策。
[Abstract]:Scientific inquiry in childhood plays an important role in the growth and development of children. Scientific inquiry activity is the main form of formal science education in kindergarten. At present, our country has made some achievements in both theory and practice of preschool children's scientific education. However, it is still not difficult to find the existing problems when we investigate the current situation of scientific inquiry activities in kindergartens. Among them the outstanding is the kindergarten scientific inquiry activity exists in the formality question, the inquiry surface, the formalization, in the scientific inquiry activity does not have the child independent, the full inquiry. In order to solve this problem, the paper makes a thorough analysis of the formal problems of scientific inquiry activities in kindergartens by using the literature research method, the observation method and the case analysis method. This paper puts forward some countermeasures on how to avoid the formalization of scientific inquiry activities in kindergartens. This research is divided into the following four parts: the first chapter is the introduction, including the reason of this study, literature review, the definition of related concepts, the theoretical basis of the study, research methods and research significance of six parts. The second chapter analyzes the formalization of scientific inquiry activities in kindergarten from four aspects: goal, content, process and extension. The problem of formalization of objective is lost of direction; the problem of formalization of content is nothingness and alienation; the problem of formalization of process is formalization; the problem of formalization of activity extension is existential. The third chapter analyzes the causes of formalized problems of kindergarten scientific inquiry activities from subjective factors and conditional factors, in which subjective factors include teachers and young children, and conditional factors are from class size and time factors. Material space in these three aspects of attribution. In the fourth chapter, aiming at the formalization of scientific inquiry activities in kindergartens, the countermeasures are put forward from three aspects: target design, content selection and process guidance.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G613.3

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