故事表演促进4～6岁幼儿学习品质发展的实验研究

发布时间：2019-06-16 17:01

【摘要】：学习品质是能够反映出幼儿在接受新事物或学习知识的过程中,所运用的倾向、态度、习惯、风格等,是幼儿成长道路上必备的基本素质之一。优良的学习品质可以帮助幼儿更快速地获得新知识,达到事半功倍的效果,是幼儿入学准备中的一项重要内容。运用故事表演对4～6岁幼儿学习品质进行实验研究,不仅可以为新时期我国研究幼儿教育规律提供理论支持,还可以为今后的幼儿学习品质培养奠定坚实的基础,并为故事表演的顺利进行提供实践参照。本研究在正式开始之前,首先对幼儿的学习品质进行初步观察,发现幼儿间的学习品质存在很大的差异,这进一步引起研究者对学习品质规律的研究兴趣。因此,选取以故事表演为特色的幼儿园,开展以故事表演为自变量,以4～6岁幼儿学习品质为因变量的研究。本研究首先确立了切实可行的测验工具,设计12份故事表演方案,以沈阳市一所幼儿园中4～6岁幼儿共88名作为研究被试,将其随机划分为实验班与对照班,在实验班中开展故事表演。运用教育实验法、观察法、情景测验法等,从质性和量化两个角度分析4～6岁幼儿学习品质的实验干预效果,得出以下结论:1.根据学习品质的构成,研究者设计的故事表演方案可以促进4～6岁幼儿学习品质的发展,具有一定的使用价值;2.4～6岁幼儿学习品质各维度的发展存在差异。实验后,4～5岁幼儿在“坚持与专注程度”、“主动性”、“反思与解释”等维度上出现较显著的提高,5～6岁幼儿在“坚持与专注程度”、“主动性”、“独立性”、“反思与解释”等四个维度上得到了明显的促进;3.幼儿的学习品质不具有性别差异;4.故事表演促进4～6岁幼儿学习品质的发展中,教师指导起重要作用。
[Abstract]:Learning quality can reflect the tendency, attitude, habit and style used by young children in the process of accepting new things or learning knowledge, and is one of the necessary basic qualities on the road of children's growth. Good learning quality can help children to acquire new knowledge more quickly and achieve twice the result with half the effort. It is an important part of children's school preparation. The experimental study on the learning quality of 4 / 6-year-old children by story performance can not only provide theoretical support for the study of the law of early childhood education in our country in the new period, but also lay a solid foundation for the cultivation of children's learning quality in the future, and provide practical reference for the smooth progress of story performance. Before the formal start of this study, first of all, the learning quality of young children was observed, and it was found that there were great differences in learning quality among children, which further aroused the researchers' interest in the study of the law of learning quality. Therefore, the kindergarten with story performance as the characteristic is selected to carry out the research with story performance as independent variable and learning quality as dependent variable for children aged 4 years and 6 years old. In this study, a feasible test tool was established and 12 story performances were designed. 88 children aged 4 / 6 in a kindergarten in Shenyang were randomly divided into experimental class and control class, and the story performance was carried out in the experimental class. By using the methods of educational experiment, observation and situational test, this paper analyzes the experimental intervention effect of learning quality of children aged 4 years and 6 years old from the aspects of quality and quantification, and draws the following conclusions: 1. According to the composition of learning quality, the story performance scheme designed by researchers can promote the development of learning quality of 4 / 6-year-old children, and has certain use value, and there are differences in the development of learning quality of 2.4-6-year-old children. After the experiment, 4 5-year-old children improved significantly in the dimensions of "persistence and concentration", "initiative" and "reflection and explanation". 5 years old children were obviously promoted in four dimensions: "persistence and concentration", "initiative", "independence" and "reflection and interpretation". There is no gender difference in the learning quality of young children. Teacher guidance plays an important role in promoting the development of learning quality of 4 / 6-year-old children.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612

【参考文献】