發(fā)布時間：2018-06-01 08:15

  本文選題：多媒體 + 幼兒　； 參考：《陜西師范大學》2015年碩士論文

【摘要】：俄國的教育家烏申斯基曾說過：“注意是學習的門戶”,也就是說如果我們不能打開這扇門,那么我們就不能很好的去學習知識和技能,對成人如此,對幼兒來說也是如此。作為一種全新的教學方式,多媒體輔助教學已經(jīng)走進了幼兒園的教育活動,并成為幼兒教師廣泛采用的一種教學方式。那么在多媒體輔助教學情境下幼兒的注意力表現(xiàn)如何,本論文通過對多媒體輔助幼兒園教學的心理學理論探討與實踐緊密結合的研究,得出了在多媒體輔助教學情境下幼兒注意力的表現(xiàn)情況,并對影響幼兒注意力表現(xiàn)的因素進行了分析,并在研究的最后提出了相應的教育建議,希望能夠提高幼兒園多媒體輔助教學的效率,促進幼兒的發(fā)展。本論文主要采用調(diào)查法,在對文獻分析的基礎上,綜合運用行為觀察、訪談等具體方法收集并分析資料,研究結果表明：相對于非多媒體輔助的教學,多媒體輔助教學更能吸引幼兒的注意力；在多媒體輔助教學情境下幼兒注意力穩(wěn)定性較好,但是幼兒注意力的廣度依然較小,多媒體課件的設計及教師的語言會影響幼兒注意力的分配和轉移。在運用多媒體輔助教學的過程中,幼兒的注意力又受到多種因素的制約和影響,有些因素有利于幼兒注意力的保持,也有些因素會抑制幼兒的注意力。在多媒體輔助幼兒園教學情境下,利于幼兒注意力發(fā)展的因素有多媒體的色彩刺激,多媒體的聲音刺激,多媒體電子課件內(nèi)容設計的趣味性,多媒體及時反饋信息。多媒體輔助教學過程中影響幼兒注意力發(fā)展的不利因素有：教師過分依賴多媒體會影響幼兒注意力的集中,多媒體系統(tǒng)影像頻繁切換不利于幼兒注意的選擇,多媒體課件中不符合幼兒知識經(jīng)驗的教育內(nèi)容不能更好地吸引幼兒的注意力。此外,本研究在分析多媒體輔助幼兒園教學中影響幼兒注意力的有利因素和不利因素的基礎上,對多媒體輔助教學情景下如何促進幼兒注意力更好的發(fā)展提出一些教育建議。
[Abstract]:Russian educator Wushensky once said, "attention is the gateway to learning," which means that if we can't open the door, then we can't learn knowledge and skills very well, for adults and for young children. As a new teaching method, multimedia assisted teaching has entered the kindergarten educational activities, and has become a widely used teaching method for kindergarten teachers. Then how does the attention of children behave in the context of multimedia assisted teaching? this paper studies the close combination of psychological theory and practice of multimedia assisted kindergarten teaching. The paper obtains the performance of children's attention in the context of multimedia assisted teaching, analyzes the factors that affect the performance of children's attention, and puts forward corresponding educational suggestions at the end of the study. We hope to improve the efficiency of multimedia-assisted teaching and promote the development of children. On the basis of literature analysis, this paper mainly uses the methods of behavior observation, interview and other concrete methods to collect and analyze the data. The research results show that: compared with non-multimedia assisted teaching, Multimedia assisted instruction can attract the attention of young children more; in the context of multimedia assisted teaching, the attention stability of children is better, but the attention span of children is still relatively small. The design of multimedia courseware and teacher's language will affect the allocation and transfer of children's attention. In the process of using multimedia assisted instruction, children's attention is restricted and influenced by many factors, some of which are beneficial to the maintenance of children's attention, and others will restrain the attention of children. In the context of multimedia assisted kindergarten teaching, the factors conducive to the development of children's attention include multimedia color stimulation, multimedia sound stimulation, multimedia electronic courseware content design interest, multimedia timely feedback information. In the process of multimedia assisted teaching, the unfavorable factors affecting the development of children's attention are: teachers' excessive dependence on multimedia will affect the concentration of children's attention, and the frequent switching of multimedia system images is not conducive to the choice of children's attention. The educational contents which do not accord with children's knowledge and experience in multimedia courseware can not attract children's attention better. In addition, on the basis of analyzing the favorable and unfavorable factors that affect children's attention in multimedia assisted kindergarten teaching, this study puts forward some educational suggestions on how to promote the better development of children's attention in the context of multimedia assisted teaching.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G612;G434

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本文編號：1963499