幼儿园科学教育活动设计研究

【作者】 陈英；

【导师】 周鸿；

【作者基本信息】 西南师范大学 ， 教育学原理， 2001， 硕士

【摘要】 幼儿阶段是进行科学教育的启蒙阶段。通过幼儿期科学教育活动可以萌发幼儿对科学的兴趣、好奇心，积累科学经验，掌握一些初步的科学方法与技能，为以后的学校科学教育打下良好的基础。因此，幼儿园科学教育活动的设计显得尤为重要。这也是当前广大幼儿教师普遍关注也普遍感到困难的问题。本文将在幼儿园教育活动设计的一般性研究基础上，吸取当前有关“教学设计”的研究成果，对幼儿园科学教育活动设计的主要依据、影响因素、设计的层次、要求、方案及其选择，以及正规性科学活动与非正规性科学活动的设计策略作一些研究。 全文共分七部份： 第一部份：从科学与科学教育内涵的演化探讨幼儿科学与幼儿科学教育的内涵；从理论与实践层面分析幼儿园科学教育活动设计研究的重要意义。 第二部份：从“学习需要分析”与“学习者分析”的必要，提出幼儿园科学教育活动设计的理论依据；认知理论、学习理论、教学与发展理论，以及现实依据；幼儿科学教育长远价值的社会定位与本地、本园、季节时令等条件。 第三部份：分析影响幼儿园科学教育活动设计的主要因素：幼儿园科学教育目标、幼儿园教育课程形态、教师与幼儿互动方式，以及这些因素对活动设计的具体影响层面。 第四部份：分析幼儿园科学教育活动设计的层次及各层次设计的主要任务；提出科学教育活动设计的基本要求及其遵循策略。 第五部份：提出幼儿园科学教育活动设计的四种方案：科学知识／科学门类设计方案，科学方法／技能设计方案，科学品质／过程设计方案，儿童兴趣、需要／活动设计方案，分析每种设计方案的基本特征、常用活动策略、局限性以及方案的选择。 第六部份：从教育课题的设计、行为目标的设计、材料与环境的设计、科学探索过程的设计分析幼儿园正规性科学教育活动的设计步骤及其具体策略。 第七部份：着重探讨感知活动、物理活动、生物活动及其他有关人体、气象、空气等非正规性科学教育活动的设计。更多还原

【Abstract】 Children’s stage is just the time when we impart rudimentary scientific education to children .It will be able to arouse Children’s interest and curiosity in science, help them to accumulate some scientific knowledge and obtain some certain scientific skills for their further study later. As a result, it is significant to. design the scientific education activities in kindergarten, which also attracts quite many children teachers attention who have difficult init.The article is to deal with some issues of design of scientific education activities, including the main basis, influential factors, the levels of the design, requirements, plans and its choices and methods of design between formal scientific activities and informal ones on the base of the general research about Children’s educational activities and present research results of "ducational Design"The article contains seven sections:Part One: Exploring the intensions of children science and its education according to the changes of intensions of science and scientific education: Analysing the significances of design of scientific education activities from the theoretic and practical anglesPart Two: Putting forward theoretic basics: cognitive theory, learning theory, the theory of teaching and development, and practical basises: social location of long term values of scientific education for children and some conditions of local places, local kindergarten, seasons and times etcPart Three: Analysing the main factors of influencing design of scientific education in kindergarten: aims ,patterns of curriculums and interactions between teachers and children; Also exploring these factors how to affect the activities design;Part Four: Analysing the levels of the design and their main tasks of children’s scientific education ; Putting forward some basic requirements and their methods of scientific activities;Part Five: Putting forward four programmes of design of children抯 scientific activities:the design programmes of scientific knowledge/scientific categories; the design programmes of scientific ways/skills; the design programmes of scientific characters/processes ; the design programmes of Children’s interest needs/activities. And analysing their basic characters, activities methods, limitations and choices of design programmes;Part Six: Analysing the processes of design and detailed methods of formal scientific education activities in kindergarten from the design of education problems, behavior goals, materials and environment and scientific exploring processes;Part Seven: Mainly exploring the design of scientific education activities of cognition, physics, living beings and other informal scientific education activities concerning humans, meteorology, air etc;更多还原