幼儿园分组教学研究
摘要
《幼儿园教育指导纲要(试行)》指出:“教育活动的组织形式应根据需要合理安排,以便为幼儿提供多样化的学习机会和条件,提高教育效益。因时、因地、因内容和幼儿的学习特点,灵活运用集体、小组、个别等活动形式。”随着幼儿园课程改革的不断深入,“尊重幼儿的个体差异”、“因材施教”、“充分关注每个幼儿的发展”等教育理念正在逐步转化为具体的教学实践。幼儿园分组教学作为研究者和教师心目中的一种既符合目前国情,又有利于幼儿主体性学习、有利于照顾到幼儿个别差异、有利于幼儿同伴合作学习的、有效教学的组织形式,成为幼儿园教学改革中关注的焦点。对幼儿园分组教学的研究有助于我们进一步认识幼儿园的教学,可以为幼儿园教学改革提供一些参考意见。
本研究运用文献法、观察法、调查法、访谈法,深入幼儿园调查、观摩分组教学实践,分析幼儿园分组教学现实状况,探讨影响幼儿园分组教学的因素,并展望幼儿园分组教学的未来发展方向。
全文共分四部分。第一部分是引言,包括问题的提出、研究意义、相关概念的界定、理论基础、国内外相关研究综述、研究设计。第二部分主要是针对幼儿园教师的分组教学观念、分组教学实践状况进行分析。第三部分主要是对影响幼儿园分组教学的客观因素及主观因素进行探讨。第四部分主要对幼儿园分组教学的未来发展方向的展望。
The instruction Outline of Kindergarten Education points out that the organization forms of educational activities should be arranged properly according to the needs in order to provide children with diverse study opportunities and conditions, and improve the education benefit; the activities' forms contain utilizing collective, group and individual form nimbly in accordance with the time, the place, the content and the children' s study characteristics. As kindergarten curriculum reform is carried on intensively, the education ideas including "respect the children' s individual difference" , "teach students in accordance with their aptitude" , "pay attention to each children' s development and others are transformed gradually to the concrete teaching practice. The kindergarten group instruction becomes the focal point of kindergarten educational reform. The research on this is helpful for us to further recognize the teaching in kindergarten and provide some advisory opinions for the kindergarten educational reform.
Combined the quantity' s research technique and the archery target research technique and thoroughly investigated into the kindergarten, observed and emulated the group instruction practice, this research analyzes the present situation of kindergarten group instruction, discusses the factors affecting the kindergarten group instruction, and proposes its forecast.
The paper divides four parts. The first part is an introduction including the question proposed, the research significance, the related concepts' definition, the theoretical basis, the domestic and foreign related research summarize, and the research design. The second part analyzes the group instruction ideas and its practice situation of kindergarten teachers. The third part discusses the objective and subjective factors affecting the kindergarten group instruction. The fourth part carries on the forecast to the kindergarten group instruction. Eagerly anticipated the kindergarten group instruction with the correct ideas, its implementation will obtain the further optimization, and it will indeed promote each child' s development.
本研究运用文献法、观察法、调查法、访谈法,深入幼儿园调查、观摩分组教学实践,分析幼儿园分组教学现实状况,探讨影响幼儿园分组教学的因素,并展望幼儿园分组教学的未来发展方向。
全文共分四部分。第一部分是引言,包括问题的提出、研究意义、相关概念的界定、理论基础、国内外相关研究综述、研究设计。第二部分主要是针对幼儿园教师的分组教学观念、分组教学实践状况进行分析。第三部分主要是对影响幼儿园分组教学的客观因素及主观因素进行探讨。第四部分主要对幼儿园分组教学的未来发展方向的展望。
The instruction Outline of Kindergarten Education points out that the organization forms of educational activities should be arranged properly according to the needs in order to provide children with diverse study opportunities and conditions, and improve the education benefit; the activities' forms contain utilizing collective, group and individual form nimbly in accordance with the time, the place, the content and the children' s study characteristics. As kindergarten curriculum reform is carried on intensively, the education ideas including "respect the children' s individual difference" , "teach students in accordance with their aptitude" , "pay attention to each children' s development and others are transformed gradually to the concrete teaching practice. The kindergarten group instruction becomes the focal point of kindergarten educational reform. The research on this is helpful for us to further recognize the teaching in kindergarten and provide some advisory opinions for the kindergarten educational reform.
Combined the quantity' s research technique and the archery target research technique and thoroughly investigated into the kindergarten, observed and emulated the group instruction practice, this research analyzes the present situation of kindergarten group instruction, discusses the factors affecting the kindergarten group instruction, and proposes its forecast.
The paper divides four parts. The first part is an introduction including the question proposed, the research significance, the related concepts' definition, the theoretical basis, the domestic and foreign related research summarize, and the research design. The second part analyzes the group instruction ideas and its practice situation of kindergarten teachers. The third part discusses the objective and subjective factors affecting the kindergarten group instruction. The fourth part carries on the forecast to the kindergarten group instruction. Eagerly anticipated the kindergarten group instruction with the correct ideas, its implementation will obtain the further optimization, and it will indeed promote each child' s development.
引文
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[2]徐苗郎.我对分组教学的一些看法.上海托幼,2006,2
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[20]王正可.试论幼儿园教学过程优化.学前教育研究,2001,6
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[2]李方.课程与教学基本理论.广州:广东高等教育出版社,2002.286
[1]谢利民,郑百伟.现代教学基础理论.上海:上海教育出版社,2003.
[2]冯晓霞.幼儿园课程.北京:北京师范大学出版社.2001.
[3]肖锋.学会教学-----课堂教学技能的理论与实践.杭州:浙江大学出版社,2002.396
[1]冯晓霞.幼儿园课程.北京:北京师范大学出版社,2001.
[2]徐苗郎.我对分组教学的一些看法.上海托幼,2006,2
[3]魏伟,周春玲.幼儿美术领域分组教学模式的应用研究.辽宁教育学院学报,2001,7
[1]曾德琪.罗杰斯的人本主义教育思想探索.四川师范大学学报(社会科学版),2003,1:43
[1]巴班斯基著,吴文侃译.教学教育过程最优化.北京:教育科学出版社,2001.
[1]吴盘生.小组教学的研究.外国教育资料,1989,1
[2]Janis,UK/Bangladesh ESTEEM Project,2001:35-37,Stemberg &Spear-Swerling,2001:146
[1]巴班斯基.张定璋等译,教学过程最优化——一般教学论.北京:人民教育出版社,1984.
[2]吴盘生.小组教学的研究.外国教育资料,1989,1
[3]Helm,J.H.& Katz,L.Young Investigators:The Project Approach in the Early Years,Teachers College Press,2002,10
[1]麦陵璧.小组活动与幼儿素质教育.教育导刊:幼儿教育版,1999,12
[2]刘艳.关于幼儿园分组教学.学前教育研究,2001,1
[1]上海托幼编辑部.分组教学应立足每个幼儿的发展.上海托幼,2006,2
[2]魏伟,周春玲.幼儿美术领域分组教学模式的应用研究.辽宁教育学院学报,2001,7
[3]瞿菁.组合方式:在儿童个体建构中的价值.上海托幼,2004,6
[4]马媛.如何在幼儿园实施分组活动.宁夏教育,2002,11
[5]杨征.浅谈幼儿数学活动中集体与分组相结合的教学模式.龙岩师专学报,2004,7
[1]转引自冯晓霞.幼儿园课程.北京:北京师范大学出版社,2001.202
[1]曹庆文.试谈历史课的差异教学.中学历史教学,1998,3
[1]邓正来.关于中国社会科学的思考.上海:上海三联书店,2000.23
[1]张元.试析影响幼儿班组中同伴互动的外部因素.山东教育,2002,7/8
[1]陈琦,刘儒德.当代教育心理学.北京:北京师范大学出版社,2005.278
[2]陈琦,刘儒德.当代教育心理学.北京:北京师范大学出版社,2005.280
[3]C.EDWARDS等.儿童的一百种语言.台湾:心理出版社,1998.
[4]Kay Deaux,杨语芸译.90年代社会心理学.台湾:五南图书出版有限公司,1997.
[1]钱丽欣.韦伯科层制理论及其对现代教育管理的启示.教育评论,1997,4
[1]庞朴.文化的民族性与时代性.北京:中国和平出版社,1988.159
[2]肖川.教育与文化.长沙:湖南教育出版社,1990.29
[1]邴正.当代人与文化——人类自我意识与文化批判.吉林:吉林教育出版社,1998.106
[1]张焕庭.现代西方资产阶级教育思想流派论著选.北京:人民教育出版社,1980.289
[1]陈云英.在中国发展全纳性教育.中国特殊教育,1997,2
[1]虞永平.多元智能理论与幼儿园课程研究.学前教育研究,2004,5:26-28
[1]苏霍姆林斯基.给教师的建议.北京:教育科学出版社,1984.504
[1]黄人颂.学前教育学.北京:人民教育出版社,1989.
[2]谢利民,郑百伟.现代教学基础理论.上海:上海教育出版社,2003.
[3]冯晓霞.幼儿园课程.北京:北京师范大学出版社,2001.
[4]李方.课程与教学基本理论.广州:广东高等教育出版社,2002.
[5]肖锋.学会教学——课堂教学技能的理论与实践.杭州:浙江大学出版社,2002.
[6]钟启泉.现代教学论发展.北京:教育科学出版社,1988.
[7]C.EDWARDS等.儿童的一百种语言.台湾:心理出版社,1998.
[8]屠美如.向瑞吉欧学什么——儿童的一百种语言解读.北京:教育科学出版社,2002.
[9]托克维尔.论美国的民主.北京:商务印书馆,1988.
[10]邓正来.关于中国社会科学的思考.上海:上海三联书店,2000.
[11]巴班斯基著,吴文侃译.教学教育过程最优化,北京:教育科学出版社,2001.
[12]王坦.合作学习—原理与策略.北京:学苑出版社,2001.10
[13]庞国斌,王冬凌.合作学习的理论与实践.北京:开明出版社,2003.4
[14]马兰.合作学习.北京:高等教育出版社,2005.4
[15]王春燕.中国学前课程百年发展与变革的历史研究.北京:教育科学出版社,2004.
[16]Stephen D.Brookfield著,张伟译.批判反思型教师ABC.北京:中国轻工业出版社,2002.
[17]魏伟,周春玲.幼儿美术领域分组教学模式的应用研究.辽宁教育学院学报,2001,7
[18]王承茜.幼儿园数学教学中分组活动的尝试.苏州教育学院学报,1995,6
[19]毕美华.实施分组活动促进每个幼儿的发展.山东教育,2002,7/8
[20]王正可.试论幼儿园教学过程优化.学前教育研究,2001,6
[21]丁献.美国按能力班(组)教学效果的研究.外国教育动态,1989,1
[22]赵琦.分组教学的形式及指导方法.中小学管理,2001,1
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