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幼儿园科学探究活动形式化问题及对策研究

【作者】 李湘云

【导师】 郑三元;

【作者基本信息】 湖南师范大学, 学前教育(专业学位), 2017, 硕士

【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】 Science exploring in childhood plays an important and significant role in individual child’s growth and development. Scientific inquiry activity is the main form of Kindergarten formal science education. At present, we have made some achievements in the theory and practice of science education for children in pre-schools; however, when looking into the specific status of kindergarten scientific inquiry activities, it is not difficult to find some problems. Among them, an important one is that,the scientific inquiry activities are superficial, formal and lack of children-independence.To solve this problem, in this study we use a comprehensive literature research, observation and case analysis to deeply investigate the performance and reason for the formalism problem in kindergarten scientific inquiry activities.We propose some countermeasures to avoid the formalism in scientific inquiry activities.This thesis is divided into four chapters.The first chapter is the introduction, including the reasons, literature review, related concepts, the theoretical basis of the research, research methods and the significance of the study.The second chapter is to investigate the formalism of scientific inquiry activities in four aspects: the target, content, processes and the extensions of activities. More precisely, The formalism lies in disorientation in target, nothingness and alienation in content, formality in process, and the extensions of activities are only in name.The third chapter is to analyze the reasons of formalism in two aspects: subjective factors and objective conditions. The subjective factors include both teachers and children, the objective conditions include the size of classes, time and the physical spaces.The fourth chapter is to propose some solutions in three aspects including the target design, content selection and guidance in the process, to avoid the formalism in scientific inquiry activities in kindergarten.

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  • 【网络出版投稿人】 湖南师范大学
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