社会建构理论视野中的幼儿园数学活动个案研究

【作者】 黄瑾；

【导师】 朱家雄；

【作者基本信息】 华东师范大学 ， 学前教育学， 2004， 硕士

【摘要】 幼儿园数学活动作为促进儿童领域发展的一种重要的专项活动与途径，已引起幼教界的广泛关注。长期以来，认识到儿童对数理逻辑知识的掌握不是来自于被操作的对象本身，而是来自于儿童的行动以及这些行动的协调的、基于建构主义的数学学习观在幼儿园数学教育领域得到了充分的认识和体现，注重儿童与材料互动，提倡个体操作的数学活动模式得到了大力推崇。然而，20世纪90年代以来，随着社会建构主义理论流派的兴起以及其在国际科学教育改革中所产生的影响，强调数学知识与概念的获得不仅是一个认知过程，更是交往过程，是社会协商的结果并提倡学习环境需要更多的交互支持与合作的、基于社会建构主义理论的数学学习观逐渐开始成为数学教育领域中的热门话题。籍此，站在社会建构主义理论的视角，可以引发我们对我国幼儿园数学教育活动的重新思考和审视。 本研究从社会建构理论的视角出发，借助质的研究方法，采用个案式研究对幼儿园数学活动案例展开分析与解读，通过进入现场式的实地观察、访谈以及前期的文献搜集和问卷调查，以探究和回答幼儿园数学活动中有助于儿童数概念建构的真实情境创设，发生在儿童之间、儿童与教师之间的互动交往以及教师在支持儿童数学学习中的角色等相关问题。 在对数学活动案例揭示与讨论的基础上，作者对重新审视和反思我国幼儿园数学教育活动提出如下启示和建议：(1)在幼儿园数学活动中，除了让儿童动手操作之外，还应当提供给儿童一定的真实情境和背景；(2)在幼儿园数学活动中，除了帮助儿童发展提出问题的技能外，还应当鼓励儿童互动对话、共同建构；(3)虽然运算对于儿童来说是困难的，但教师也应当明白在一定的情境和教师的支架、推动下，数学概念和技能的获得也是可能的。教师在儿童的数学学习中应当是一个既不违背数的概念，又不违背儿童的、积极而有立场的共同建构者。更多还原

【Abstract】 Kindergarten Mathematical Activity, as a special activity and channel to advance the development of children, has come to children teaching community’s attention. For a long time, we realized that a child’s mastery of mathematical logic knowledge was not from the object, but from his action and its harmony. The mathematical study view based on constructivism has been thoroughly known in the kindergarten mathematical teaching field. It is also widely shared that we should pay attention to the interactivities with children and the material and advocate individual operation. However, since 1990s with the growth of Social Constructivism and its influence in contemporary education reformation, the mathematical study view based on social constructivism theory was gradually becoming the focal point in the mathematical teaching field. It stressed that learning mathematical knowledge and concept was not only a process of cognition but a process of communication and advocated that learning environment required cooperation and help with each other. Consequently, it occurred to us that we should consider and survey the kindergarten education activity again.This paper uses individual research to analyze and interpret the kindergarten mathematical activity case from the visual angle of social constructivism theory and by dint of qualitative research method. By means of field survey, interview, literature collection and questionnaire, the article delves into creating real situation to help the child to construct his mathematical concept, and answer several questions as well, such as a child making intercourse with others and teachers and the role of a teacher in mathematical study.Based on the discussion, the author offers some suggestions as follow: 1) In addition to helping them to operate themselves, we should give the children some real situation and backgrounds in the kindergarten mathematical activities. 2) In addition to helping the children to develop their skills of raising question, we should encourage them to communicate and construct with others in the kindergarten mathematical activities. 3) Although arithmetic is difficult for children, the teachers should realize that it’s possible to obtain such mathematical knowledge and skill with some situation and your help. The teacher should be neither a departure from mathematical concept nor a departure from children, but an optimistic co-constructor.更多还原