幼儿园混龄教育背景中的幼儿异龄互动的研究

【作者】 王滨；

【导师】 华爱华；

【作者基本信息】 华东师范大学 ， 学前教育， 2004， 硕士

【摘要】 本研究的目的在于了解当前幼儿园对混龄教育的理解和实践；在幼儿园混龄教育背景下幼儿异龄互动行为的类别及其影响因素。 混龄教育是指把年龄相差12个月以上的儿童编排为一个班级的组织形式。不同年龄和发展水平的幼儿身处同一环境中共同生活、学习。 通过对访谈、问卷和观察等资料的统计分析，表明(1)幼儿园园长和教师对混龄教育含义的理解一定程度上存在多元化和异质性，对混龄教育价值的认识存在一定局限性；(2)混龄教育为幼儿提供了多元的发展背景，对幼儿的发展有一定促进作用，但对教师的儿童观、教育技能等方面均提出了较高的要求；(3)混龄教育理念与当前幼教改革所倡导的理念是一致的。混龄教育关注于对儿童实施适合其发展的个别化教育，儿童以适合自己的速度积极地建构知识并获得充分的发展。更多还原

【Abstract】 The purpose of this paper focused on the educational practice of multiage grouping in kindergarten and cross-age interactions in a multiage setting. It will present a perspective on not only how multiage classroom impact children but also how they do.Multiage grouping can be defined as the placement of children who are at least one year apart in age into the same classroom groups. Thus children of varying ages and abilities interact within the learning environment.The qualitative and quantitative research methods were used to analyze data. Findings indicate that children may benefit from kindergarten classes in a multiage setting, and that multiage classroom is not easy to implement. They require a lot of prior planning and research. If we are trying to achieve a more collaborative society where people help each other learn, multiage classrooms may be a step in the right direction. Multiage education is not an impulsive innovation. Both children and teachers benefit from experiences in multiage classroom.更多还原