创新教育视角下幼儿科学通识智能的培养
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摘要
幼儿科学通识智能培养是孩子学科学的必经之路,会对自身未来产生潜移默化的影响。幼儿科学通识智能包括科学探索意识、科学发现问题能力、多角度科学思考,这些不仅能让幼儿增加软本事,而且还会让幼儿接触了解各种不同学科领域的知识与研究,激发方方面面的好奇心和兴趣。幼儿科学通识培养路径可通过拓宽自然科学和人文社会科学知识、提升艺术欣赏和表现、学会学与做两方面并行,激发幼儿强烈的好奇心,在知识结构、情趣等方面得以全面发展,调动幼儿学习科学通识的积极性,让学生受益终生。
Cultivation of infants' general knowledge is the only way for infants to learn science. It will exert a subtle influence on their own future. Scientific general intelligence of infants includes the scientific exploration consciousness,the ability to discover problems scientifically,and multi-angle scientific thinking,which not only allows infants to increase their soft skills,but also enables them to get acquainted with knowledge and research in a variety of different disciplines,inspiring all aspects of curiosity and interest. The path of the general knowledge training for infants can be carried out by widening the knowledge of natural science and humanities and social sciences,improving the artistic appreciation and performance,as well as kindergarten teachers' learning and doing. In this way,it can stimulate infants' strong curiosity,develop their knowledge structure,interest and so on. It has been able to develop all aspects and mobilize the enthusiasm of infants in learning science and knowledge so that they can benefit for their whole lives.
Cultivation of infants' general knowledge is the only way for infants to learn science. It will exert a subtle influence on their own future. Scientific general intelligence of infants includes the scientific exploration consciousness,the ability to discover problems scientifically,and multi-angle scientific thinking,which not only allows infants to increase their soft skills,but also enables them to get acquainted with knowledge and research in a variety of different disciplines,inspiring all aspects of curiosity and interest. The path of the general knowledge training for infants can be carried out by widening the knowledge of natural science and humanities and social sciences,improving the artistic appreciation and performance,as well as kindergarten teachers' learning and doing. In this way,it can stimulate infants' strong curiosity,develop their knowledge structure,interest and so on. It has been able to develop all aspects and mobilize the enthusiasm of infants in learning science and knowledge so that they can benefit for their whole lives.
引文
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[2]文丽华.高师学前教育专业通识课程设置的核心要素及策略[J].甘肃教育,2017(4):34-35.
[3]马如宇,杨娇.多元智能理论在学前教育装备中的应用研究[J].中国教育技术装备,2018(1):10-13.
[4]谢小洁.幼儿科学教育生活化的实践研究[J].成才之路,2016(9):70-70.
[5]高潇怡.我国幼儿园科学教育内容的问题与改进——基于对美国《下一代科学教育标准》借鉴的思考[J].教育研究与实验,2017(1):30-36.
[6]沙鑫冲,邵明星.关于《幼儿园教师专业标准(试行)》之“通识性知识”标准的思考[J].教育与教学研究,2014,28(4):116-118.
[7]吕敬美.内涵、现状与使命:通识教育及其文化自觉[J].当代教育科学,2016(11):3-6.
[8]张海芳.通识教育内涵的生存论审析[J].当代教育科学,2014(7):7-10.
[9]汤苏宁,岳岩峰.通识教育视角下跨文化交际能力培养的路径[J].沈阳师范大学学报(社会科学版),2017,41(2):133-136.
[10]李醒民.知识的三大部类:自然科学、社会科学和人文学科[J].学术界,2012(8):9-37.
[11]钟秉林,王新凤.通识教育的内涵及其本土化实践路径探析[J].国家教育行政学院学报,2017(5):3-9.