本文選題：幼兒合作學(xué)習(xí) + 小組合作學(xué)習(xí)��； 參考：《東北師范大學(xué)》2009年碩士論文

【摘要】： 隨著社會(huì)的發(fā)展,人與人之間的合作顯得越來越重要,并成為影響個(gè)體成功、社會(huì)發(fā)展的重要因素。研究表明,幼兒期是個(gè)體合作意識(shí)、合作能力發(fā)展的關(guān)鍵期。因此,在幼兒園開展合作學(xué)習(xí)活動(dòng)具有重要的現(xiàn)實(shí)意義。教師是幼兒學(xué)習(xí)、發(fā)展的重要他人,是幼兒學(xué)習(xí)活動(dòng)的支持者、合作者和引導(dǎo)者,教師在幼兒合作學(xué)習(xí)活動(dòng)中起著關(guān)鍵的作用。筆者對(duì)幼兒合作學(xué)習(xí)活動(dòng)的重要環(huán)節(jié)——準(zhǔn)備階段和實(shí)施階段的指導(dǎo)策略進(jìn)行深入的研究,以期為幼兒園教師組織合作學(xué)習(xí)活動(dòng)提供參考。 本研究以觀察法為主,輔以文獻(xiàn)法。筆者在研究以往相關(guān)文獻(xiàn)資料的基礎(chǔ)上,深入幼兒園實(shí)踐,觀察大量的幼兒合作學(xué)習(xí)活動(dòng),并對(duì)其進(jìn)行分析。 本研究主要由五部分組成: 一、引言。介紹研究問題提出的背景、國(guó)內(nèi)外關(guān)于幼兒合作學(xué)習(xí)指導(dǎo)策略的相關(guān)研究以及本研究的價(jià)值與研究方法。 二、幼兒合作學(xué)習(xí)指導(dǎo)的理論基礎(chǔ)與基本原則。幼兒合作學(xué)習(xí)指導(dǎo)的理論基礎(chǔ)主要包括:認(rèn)知發(fā)展理論、社會(huì)凝聚力理論、群體動(dòng)力理論、建構(gòu)主義理論、認(rèn)知精制理論;幼兒合作學(xué)習(xí)指導(dǎo)的基本原則主要包括發(fā)展性原則、主體性原則和過程性原則。 三、幼兒合作學(xué)習(xí)準(zhǔn)備階段的指導(dǎo)策略。本部分研究了為有效開展合作學(xué)習(xí)活動(dòng)教師應(yīng)該做的準(zhǔn)備工作,即確立合作學(xué)習(xí)的目標(biāo)、設(shè)計(jì)適宜的合作學(xué)習(xí)問題和過程、創(chuàng)設(shè)良好的合作學(xué)習(xí)環(huán)境、合理安排幼兒的座位和活動(dòng)的空間。 四、幼兒合作學(xué)習(xí)實(shí)施階段的指導(dǎo)策略。主要包括合理把握合作學(xué)習(xí)的時(shí)機(jī)、構(gòu)建合作學(xué)習(xí)小組、培養(yǎng)合作技能、適宜監(jiān)督與介入、充分展示合作學(xué)習(xí)成果并進(jìn)行合理評(píng)價(jià)。
[Abstract]:With the development of society, the cooperation between people becomes more and more important, and it becomes an important factor influencing individual success and social development. The study shows that early childhood is the key period for the development of individual cooperative consciousness and cooperative ability. Therefore, it is of great practical significance to carry out cooperative learning activities in kindergartens. Teachers are important others for children's learning and development, and are supporters, collaborators and guides of children's learning activities. Teachers play a key role in children's cooperative learning activities. In order to provide reference for kindergarten teachers to organize cooperative learning activities, the author makes an in-depth study on the guiding strategies in the preparation and implementation phases of the children's cooperative learning activities. In this study, the observation method is the main method, supplemented by the literature method. On the basis of studying the related literature, the author goes deep into kindergarten practice, observes a large number of children's cooperative learning activities, and analyzes them. This research mainly consists of five parts: first, introduction. This paper introduces the background of the research questions, the relevant research on the guiding strategies of cooperative learning for young children at home and abroad, and the value and research methods of this study. Second, the theoretical basis and basic principles of cooperative learning guidance for young children. The theoretical basis of children's cooperative learning guidance mainly includes: cognitive development theory, social cohesion theory, group dynamic theory, constructivism theory, cognitive refinement theory; The principle of subjectivity and the principle of process. Third, the guiding strategies of the preparation stage of children's cooperative learning. This part studies the preparation work that teachers should do in order to carry out cooperative learning activities effectively, that is, to establish the goal of cooperative learning, to design appropriate cooperative learning problems and processes, and to create a good cooperative learning environment. Arrange the seat and the space of the activity of the young child reasonably. Fourth, the guiding strategies of the implementation stage of children's cooperative learning. It mainly includes grasping the opportunity of cooperative learning, constructing cooperative learning group, cultivating cooperative skills, suitable for supervision and intervention, fully displaying and evaluating cooperative learning results.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 王永杰;;幼兒合作學(xué)習(xí)實(shí)施階段的指導(dǎo)策略[J];黃山學(xué)院學(xué)報(bào);2011年02期

相關(guān)碩士學(xué)位論文 前2條

1 王金芳;4-5歲幼兒美工區(qū)小組學(xué)習(xí)研究[D];南京師范大學(xué);2011年

2 馬葉秋;體育活動(dòng)中幼兒合作學(xué)習(xí)的指導(dǎo)策略研究[D];東北師范大學(xué);2010年

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本文編號(hào)：2014557