深度学习对集体活动和区域活动中幼儿使用科学学习方式的影响
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摘要
本研究观察了209名3—6岁幼儿在集体活动和区域活动中的科学学习过程,并记录幼儿在科学学习活动中所使用的学习方式的频次。结果发现,幼儿在集体活动中,较多采用倾听、模仿、回应性回答等学习方式,而在区域活动中,较多采用探究型操作和分工合作等学习方式。通过对幼儿园教师进行问卷调查,发现这些科学学习方式在深度学习水平上有差异,而不同教育活动类型与不同深度学习水平的学习方式之间存在显著交互作用,幼儿在集体活动中进行科学学习时倾向于浅层学习,而在区域活动中进行科学学习时倾向于深度学习。儿童的主动参与是引发儿童深度学习的关键变量。
This study observed the scientific learning process of 209 children aged 3—6 in collective and regional activities, and recorded the frequency of learning methods used by children in scientific learning activities. The results showed that in collective activities, children preferred to use scientific learning methods such as listening, imitating, responding, while in regional activities, children were more likely to use scientific learning methods such as exploratory operation and cooperation. Through questionnaires among kindergarten teachers, it was found that there were differences in the level of deep learning among these scientific learning methods. And we also found a significant interaction between different types of educational activities and different levels of deep learning which indicated that children's differences in methods using in collective and regional activities were influenced by the levels of deep learning. Children's active participation is a key variable in triggering children's deep learning.
This study observed the scientific learning process of 209 children aged 3—6 in collective and regional activities, and recorded the frequency of learning methods used by children in scientific learning activities. The results showed that in collective activities, children preferred to use scientific learning methods such as listening, imitating, responding, while in regional activities, children were more likely to use scientific learning methods such as exploratory operation and cooperation. Through questionnaires among kindergarten teachers, it was found that there were differences in the level of deep learning among these scientific learning methods. And we also found a significant interaction between different types of educational activities and different levels of deep learning which indicated that children's differences in methods using in collective and regional activities were influenced by the levels of deep learning. Children's active participation is a key variable in triggering children's deep learning.
引文
[1] 张琳.幼儿园教育活动设计与实践(第二版)[M].北京:高等教育出版社,2010:56-58.
[2] 李生兰.美国学前教育机构的区域活动及思考[J].幼儿教育,2002,(10):16-17.
[3] 李放.低结构活动促进4—6岁幼儿学习品质发展的实验研究[D].沈阳:沈阳师范大学,2016:24-27.
[4] 李薇.云南省D州州立幼儿园大四班科学探究区角活动的行动研究[D].昆明:云南师范大学,2014:82-83.
[5] Kember David,Biggs John,Leung Doris Y.P.Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire with Test [J].The British Journal of Educational Psychology v.June,2004,(7):261-279.
[6] [18] Noel Entwistle.Understanding Student Learning[M].London:Croom Helm,1993:253-255.
[7] 约翰.D.布兰思福特编著.人是如何学习的:大脑心理经验及学校[M].程可拉等,译.上海:华东师范大学出版社,2013:124-126.
[8] Julian Hermida.Facilitating Deep Learning-pathways to Success for University and college teacher[M].Toronto:Apple Academic Press,2014:17-44.
[9] Goeff.R.MacFarlanede,Kevin.W.Markwell,Elizabeth M Date-Huxtable.Modelling the Research Process as a Deep Learning Strategy[J].Educational Research,2006,(12):13-20.
[10] 曾家延,董泽华.学生深度学习的内涵与培养路径研究[J].基础教育,2017,(4):59-67.
[11] [英]德赖弗,[法]盖内,[法]蒂贝尔吉安.儿童的前科学概念[M].刘小玲,译.上海科技教育出版社.2008:8.
[12] 周佩灵,胡杏培,王洪席.学生学习选择权与学校课程供给[J].教育科学,2018,(4):43-46.
[13] 陈晓芳.学前儿童科学学习过程及其影响因素研究[J].教育探索,2019,(2),21-28.
[14] R.Keith Sawyer.The Cambridge Handbook of the Learning Sciences[M].Cambridge University Press,2006:77-78.
[15] 唐娜.威特默,桑德拉.彼德森,玛格丽特.帕克特.儿童心理学[M].何洁,金心怡,李竺芸,译.北京:机械工业出版社,2017:178-180.
[16] 党爱娣.初任幼儿教师设计集体教学活动应注意的几个问题——以科学活动为例[J].当代学前教育,2010,(2):17-20.
[17] [23] [26] 陈琼.幼儿园大班集体教学活动质量的个案研究[D].杭州:浙江师范大学,2013:38.
[19] 顾梅.作为教育情境的幼儿集体活动[J].苏州教育学院学报.2004,(1):48-51.
[20] [28] 杨莉君,康丹.对幼儿园集体教学活动中教师提问的观察研究[J].学前教育研究,2007,(2):22-26.
[21] 叶子.试析当前师幼互动中存在的主要问题[J].学前课程研究,2009,(3):42-44.
[22] Gopnik,A.&Meltzoff,A.Words,Thoughts and Theories[M].Cambridge MA:MIT Press,1997:87-89.
[24] 龚映丽.从学生“认知水平”谈“问题连续体”的设计[J].玉溪师范学院学报,2006,(10):69-70.
[25] [27] 原晋霞.幼儿园集体教学活动研究—幼儿参与的视角[D].南京:南京师范大学,2008:144.
[29] Frank Porter Graham Child Development Center.The Quality and Engagement Study:Final Report[R].Chapel Hill NC:Frank Porter Graham Child Development Center.2005:63.
[30] Sylva.Kathy.Child watching at play group and nursery school[M].London:Giant McIntre.1980:160-161.
[2] 李生兰.美国学前教育机构的区域活动及思考[J].幼儿教育,2002,(10):16-17.
[3] 李放.低结构活动促进4—6岁幼儿学习品质发展的实验研究[D].沈阳:沈阳师范大学,2016:24-27.
[4] 李薇.云南省D州州立幼儿园大四班科学探究区角活动的行动研究[D].昆明:云南师范大学,2014:82-83.
[5] Kember David,Biggs John,Leung Doris Y.P.Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire with Test [J].The British Journal of Educational Psychology v.June,2004,(7):261-279.
[6] [18] Noel Entwistle.Understanding Student Learning[M].London:Croom Helm,1993:253-255.
[7] 约翰.D.布兰思福特编著.人是如何学习的:大脑心理经验及学校[M].程可拉等,译.上海:华东师范大学出版社,2013:124-126.
[8] Julian Hermida.Facilitating Deep Learning-pathways to Success for University and college teacher[M].Toronto:Apple Academic Press,2014:17-44.
[9] Goeff.R.MacFarlanede,Kevin.W.Markwell,Elizabeth M Date-Huxtable.Modelling the Research Process as a Deep Learning Strategy[J].Educational Research,2006,(12):13-20.
[10] 曾家延,董泽华.学生深度学习的内涵与培养路径研究[J].基础教育,2017,(4):59-67.
[11] [英]德赖弗,[法]盖内,[法]蒂贝尔吉安.儿童的前科学概念[M].刘小玲,译.上海科技教育出版社.2008:8.
[12] 周佩灵,胡杏培,王洪席.学生学习选择权与学校课程供给[J].教育科学,2018,(4):43-46.
[13] 陈晓芳.学前儿童科学学习过程及其影响因素研究[J].教育探索,2019,(2),21-28.
[14] R.Keith Sawyer.The Cambridge Handbook of the Learning Sciences[M].Cambridge University Press,2006:77-78.
[15] 唐娜.威特默,桑德拉.彼德森,玛格丽特.帕克特.儿童心理学[M].何洁,金心怡,李竺芸,译.北京:机械工业出版社,2017:178-180.
[16] 党爱娣.初任幼儿教师设计集体教学活动应注意的几个问题——以科学活动为例[J].当代学前教育,2010,(2):17-20.
[17] [23] [26] 陈琼.幼儿园大班集体教学活动质量的个案研究[D].杭州:浙江师范大学,2013:38.
[19] 顾梅.作为教育情境的幼儿集体活动[J].苏州教育学院学报.2004,(1):48-51.
[20] [28] 杨莉君,康丹.对幼儿园集体教学活动中教师提问的观察研究[J].学前教育研究,2007,(2):22-26.
[21] 叶子.试析当前师幼互动中存在的主要问题[J].学前课程研究,2009,(3):42-44.
[22] Gopnik,A.&Meltzoff,A.Words,Thoughts and Theories[M].Cambridge MA:MIT Press,1997:87-89.
[24] 龚映丽.从学生“认知水平”谈“问题连续体”的设计[J].玉溪师范学院学报,2006,(10):69-70.
[25] [27] 原晋霞.幼儿园集体教学活动研究—幼儿参与的视角[D].南京:南京师范大学,2008:144.
[29] Frank Porter Graham Child Development Center.The Quality and Engagement Study:Final Report[R].Chapel Hill NC:Frank Porter Graham Child Development Center.2005:63.
[30] Sylva.Kathy.Child watching at play group and nursery school[M].London:Giant McIntre.1980:160-161.