幼儿园建构游戏组织与指导策略的研究
摘要
随着我国经济社会的快速发展和进步，我国的教育事业取得了重大发展，在此过程中我国幼儿园教育事业获得了显著的进步和壮大，人们越来越重视幼儿园教育。对幼儿园的孩子来讲，玩是他们的天性和工作，在此过程中教师要具备正确、科学的幼儿游戏理论，为孩子们提高针对性较强的指导，更好地提升和增强年龄段不同的孩子们的空间思维能力、认知水平以及动手操作能力，拓展他们的创造力以及想象力，培育优良的生活习惯，促进他们的动作技能强化他们与他人进行团队合作的能力以及意识，为幼儿未来的全面发展以及素质提升打下良好的基础。
从本文的研究内容，笔者首先提出了文章的研究背景、研究意义，进行了相关的文献综述，然后论述了建构主义思想的概念、哲学基础以及分类，论述了建构主义学习理论基础的相关理论内容，如图式理论、先行组织者、迁移的研究。在接下来的文章中总结了我国不能年龄段的幼儿的行为特点以及年龄特点。然后总结了在没有使用建构主义理论进行教学的过程中开展游戏的误区，如教师是游戏的“掌舵人”，导致幼儿的主体地位受到挤压、对游戏的过程—情节的发展缺乏真正的观察、对儿童游戏的根本方法认识不清以及 存在不科学的幼儿游戏评价标。然后是分析了未使用建构理论指导下不同年龄段的幼儿开展游戏活动过程中出现的相关问题在接下来的研究过程中，论述了建构主义思想指导下建构游戏的组织和指导策略，分别列举了小班、中班以及大班幼儿的游戏建构案例，论述了他们各自在建构游戏前的准备活动。并根据不同年龄段的幼儿在开展具体游戏的过程提出了相应的指导策略。最后针对他们开展的不同游戏活动作出了相应的评价。
有益地更好地促进儿童情感、性别、道德的社会化，更好地接受文化，激发他们的表达欲望，为他们自由表达自我打造优良的语言环境，深刻地理解动作和语言的层次性以及逻辑性，进一步协调和发展他们的交际水平。 关键词：温和建构主义；幼儿园；小班；中班；大班；游戏建构
ABSTRACT
With the rapid development and progress of our economy and society, China's education has made a significant development, in the process of nursery education gained significant progress and growth, there is growing emphasis on kindergarten. In terms of kindergarten children, play is their nature and work,in this process, teachers should have the right, scientific theories playgroups for children to improve the guidance of highly targeted, better promotion and enhancement of the different ages of the children's spatial thinking ability, cognitive level, and hands-on ability to expand their creativity and imagination, cultivate good habits, to promote their motor skills with others to strengthen their teamwork ability and awareness for the future of the comprehensive development of children as well as to enhance the quality and lay a good foundation.
From the contents of this paper, the author first proposed research background, significance, for the relevant literature review, and then discusses the concept of constructivism, the philosophical foundation and classification,It discusses the constructivist theory of learning theory-based content, as theory, advance organizers, study migration. It summarizes the behavioral characteristics of our country can not age and age characteristics of children in the next article. Then summarize the conduct of the game without the use of constructivist theory of teaching process errors, such as teachers of the game, \being squeezed, the process of the game - the lack of real plot development was observed fundamental method for children's games and the presence of a clear understanding unscientific playgroup evaluation standard. Then it analyzes the unused construction theory under the guidance of children of different ages to carry out the activities that occur during game-related issues
In the next study, discusses the construction of the game under the guidance of constructivism organization and guidance policies were cited small class, middle shift and Preschool games Construction case, we discuss the preparatory activities in the construction of their own before the game. And in accordance with children of different ages in the course of the game it proposed to undertake specific instructional strategies accordingly. At last Make the corresponding evaluation for different games their activities. Advantageously to better promote children's emotional, gender, social ethics, and better acceptance of cultural, stimulate their desire to express their freedom of self-expression to create a good language environment, a deep understanding of the actions and language of hierarchy and logic , and further coordinate and
develop their interpersonal level.
Keywords: moderate constructivism; kindergartens; small class; Intermediate; Taipan; Game Construction
目 录
幼儿园建构游戏组织与指导策略的研究 ....................................................................................... 1 摘要 .................................................................................................................................................. 1 ABSTRACT........................................................................................................................................... 2 目 录 .............................................................................................................................................. 4 第一章 绪论 ................................................................................................................................... 6
1.1研究问题的提出 ................................................................................................................ 6 1.2研究目的和意义 ................................................................................................................ 6
1.2.1研究目的 ................................................................................................................ 6 1.2.2研究意义 ................................................................................................................ 7 1.3文献综述 ............................................................................................................................ 7
1.3.1 国内文献综述 ....................................................................................................... 7 1.3.2国外文献综述 ........................................................................................................ 8 1.4研究思路和方法 .............................................................................................................. 10
1.4.1研究思路 .............................................................................................................. 10 1.4.2研究方法 .............................................................................................................. 10
第二章 建构主义思想 ................................................................................................................... 11
2.1 建构主义哲学基础 ......................................................................................................... 11
2.1.1建构主义的界定 .................................................................................................. 11 2.1.2建构主义的哲学基础 .......................................................................................... 11 2.1.3 建构主义的分类 ................................................................................................. 13 2.2 学习理论基础的研究 ..................................................................................................... 15
2.2.1图示理论 .............................................................................................................. 15 2.2.2先行组织者理论 .................................................................................................. 15 2.2.3迁移理论 .............................................................................................................. 16 2.2.4个体差异 .............................................................................................................. 17 2.3 教学设计模型 ................................................................................................................. 17 第三章 我国幼儿的发展现状 ....................................................................................................... 18
3.1 各年龄阶段幼儿的年龄特点 ......................................................................................... 18
3.1.1 2-3岁幼儿的年龄特点 ...................................................................................... 18 3.1.2 3-4岁幼儿的年龄特点 ...................................................................................... 19 3.1.3 4-5岁幼儿的年龄特点 ...................................................................................... 19 3.1.4 5-6岁幼儿的年龄特点 ...................................................................................... 20 3.2 各年龄阶段幼儿的行为特点 ......................................................................................... 21
3.2.1小班幼儿的行为特点 .......................................................................................... 21 3.2.2中班幼儿的行为特点 .......................................................................................... 22 3.2.3大班幼儿的行为特点 .......................................................................................... 23
第四章 建构游戏出现的误区 ....................................................................................................... 25
4.1 在没有使用建构主义理论进行教学的过程中开展游戏的误区 ................................. 25
4.1.1教师在幼儿游戏中占据主导性地位 .................................................................. 25 4.1.2未能真正重视游戏的过程—情节的发展 .......................................................... 25
4.1.3不能准确地八位儿童游戏的相关方法 .............................................................. 26 4.1.4 幼儿游戏评价标不合理 ..................................................................................... 27 4.2 未使用建构理论指导下幼儿开展游戏活动过程中出现的相关问题 ......................... 27
4.2.1 小班幼儿在游戏建构过程中出现的问题 ......................................................... 27 4.2.2 中班幼儿在游戏建构过程中出现的问题 ......................................................... 28 4.2.3 大班幼儿在游戏建构过程中出现的问题 ......................................................... 29
第五章 建构主义思想指导下建构游戏的组织和指导策略 ....................................................... 31
5.1 建构游戏的准备 ........................................................................................................... 31
5.1.1 小班幼儿建构游戏的准备 ................................................................................. 31 5.1.2 中班幼儿建构游戏的准备 ................................................................................. 33 5.1.3 大班幼儿建构游戏的准备 ................................................................................. 34 5.2 建构游戏的指导策略 ..................................................................................................... 35
5.2.1 小班幼儿建构游戏的指导策略 ......................................................................... 35 5.2.2 中班幼儿建构游戏的指导策略 ......................................................................... 38 5.2.3 大班幼儿建构游戏的指导策略 ......................................................................... 43 5.3 建构游戏的评价 ............................................................................................................. 44
5.3.1 对小班建构游戏活动的评价 ............................................................................. 44 5.3.2 对中班建构游戏活动的评价 ............................................................................. 44 5.3.3 对大班建构游戏活动的评价 ............................................................................. 45
第六章 结论 ................................................................................................................................... 46
6.1 结论 ................................................................................................................................. 46 6.2 存在问题 ......................................................................................................................... 46 参考文献......................................................................................................................................... 48