幼儿园科学教育中幼儿探究性学习策略的研究

发布时间：2019-02-14 07:59

【摘要】：随着教育改革的进一步深化,探究性学习活动正日益成为幼儿园的重要教学方式,但是科学教育中的幼儿探究性学习,还是较为薄弱。教师不能很好的理解和把握什么是探究性学习,以致于幼儿在科学教育活动中不能够很好的进行探究性学习。在科学教育活动中出现的问题主要有:幼儿探究态度不积极;探究对象单一化;探究形式的表面化;探究结果的知识化。本文针对幼儿园科学教育中出现的这些问题,以学前教育的相关理论为指导,结合幼儿园的真实案例和幼儿教师的真实反馈,总结出以下三点原因:一是教师对探究性学习的内涵不明确;二是缺乏资金的支持;三是教师科学素养的缺乏。并根据问题和原因提出了一些方法和策略,主要有:教师要正确把握幼儿探究性学习的内涵;创设良好的科学探究环境;提高教师科学素养,鼓励幼儿大胆探究。本文主要从这几方面论述,为幼儿园科学教育中幼儿探究性学习提供一些理论指导和实践经验。论文主要由四部分组成:第一部分总结概括幼儿园科学教育活动和幼儿探究性学习的概念,特征和探究性学习的意义。第二部分通过观察发现幼儿园科学教育中探究性学习存在的问题。第三部分针对幼儿园科学教育中幼儿探究性学习出现的问题分析其背后的原因。第四部分结合幼儿园的问题和实践经验,提出在幼儿园科学教育中教师有效指导幼儿进行探究性学习的策略。
[Abstract]:With the further deepening of educational reform, inquiry learning is becoming an important teaching method in kindergarten, but the inquiry learning of young children in science education is still relatively weak. Teachers can not understand and grasp what is inquiry learning, so that children in science education activities can not be very good inquiry learning. The main problems in the scientific education activities are: the inquiry attitude of young children is not active; the object of inquiry is single; the form of inquiry is superficial; and the knowledge of the result of inquiry. In view of these problems in kindergarten science education, this paper, guided by the relevant theories of preschool education, combines the real cases of kindergarten and the real feedback of kindergarten teachers. The following three reasons are summarized: first, the connotation of inquiry learning is not clear; The second is the lack of financial support, and the third is the lack of teachers' scientific literacy. According to the problems and reasons, this paper puts forward some methods and strategies, including: teachers should correctly grasp the connotation of children's inquiry learning; create a good scientific inquiry environment; improve teachers' scientific literacy; encourage young children to explore boldly. This paper mainly discusses from these aspects, provides some theoretical guidance and practical experience for children's inquiry learning in kindergarten science education. The thesis consists of four parts: the first part summarizes the concept, characteristics and significance of kindergarten science education activities and inquiry learning. The second part finds the problems of inquiry learning in kindergarten science education through observation. The third part analyzes the reasons behind the problems of inquiry learning in kindergarten science education. In the fourth part, combining with the problems and practical experience of kindergarten, the author puts forward the strategies of instructing children to carry out inquiry learning effectively in kindergarten science education.
【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】：G613.3

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