思维导图在幼儿绘本教学中的应用探究
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摘要
思维导图是一种"瑞士军刀"般的思维工具,能够更大限度地挖掘人脑的潜力。幼儿正处于思维发展的关键期。思维导图符合幼儿的身心发展特点,也具备融入绘本教学活动的条件。借助思维导图开展绘本教学活动,对幼儿深度阅读、记忆力、想象力和良好思维习惯的培养都有着不容小觑的意义。本文探讨了思维导图融入幼儿绘本教学活动的可行性,讨论了思维导图在幼儿绘本教学中应用的意义和基本方法。
Mind mapping is a thinking tool like "Swiss Army Knife",which can help to maximize the potential of the human brain. Children are in the critical period of thinking development. The mind mapping conforms to the characteristics of children's physical and mental development and has the conditions needed for picuture books to integrate into teaching activities. Carrying out teaching activities with the help of mind mapping during picture books teaching process can have great significance to the cultivation of children's deep reading,memory,imagination and good thinking habits. This paper discusses the feasibility of integrating mind mapping into children's picture book teaching activities,and discusses the significance and basic methods of applying mind mapping in children's picture book teaching process.
Mind mapping is a thinking tool like "Swiss Army Knife",which can help to maximize the potential of the human brain. Children are in the critical period of thinking development. The mind mapping conforms to the characteristics of children's physical and mental development and has the conditions needed for picuture books to integrate into teaching activities. Carrying out teaching activities with the help of mind mapping during picture books teaching process can have great significance to the cultivation of children's deep reading,memory,imagination and good thinking habits. This paper discusses the feasibility of integrating mind mapping into children's picture book teaching activities,and discusses the significance and basic methods of applying mind mapping in children's picture book teaching process.
引文
[1] 东尼·博赞(Buzan,T.),巴利·博赞(Buzan,B.).思维导图[M].卜煜婷,译.北京:化学工业出版社,2015.
[2] 杨洋,王春燕,童三红.儿童绘本中“爱”的隐喻探析[J].教育导刊(幼儿教育),2016(3):8-12.
[3] 方素珍.创意玩绘本[M].浙江:浙江少年儿童出版社,2015.
[4] 朱智贤.儿童思维的发生与发展[J].北京师范大学学报,1986(3):4.
[5] 吴婷.思维导图在学前儿童教育活动中的应用探究[J].基础教育,2018(6):139.
[6] 惠雪莉,阳德华.幼儿阅读心理对绘本阅读指导启示的研究[J].陕西学前师范学院学报,2017(1):79-83.
[7] 松居直.幸福的种子[M].刘涤昭,译.南昌:二十一世纪出版社,2013.
[8] 彭懿.图画书应该这样读[M].南宁:接力出版社,2012.
[9] 林美琴.绘本有什么了不起[M].乌鲁木齐:新疆青少年出版社,2011.
[10] 蔡佳佳.绘本游戏阅读活动开展的意义及其指导策略[J].陕西学前师范学院学报,2018(2):20-23.
[11] 朱晓贇.借助思维导图提升中班幼儿阅读能力的实践研究[D].上海:上海师范大学,2017.
[12] 杨莉君,钱泳蓁,余贤睿. 3-6 岁儿童创新思维的培养及其影响因素研究[J].湖南师范大学教育科学学报,2013(11):103.
[13] 吴丹丹.初探思维导图在幼儿园教学中的运用[J]. 科学大众(科学教育),2017(12):109.
[2] 杨洋,王春燕,童三红.儿童绘本中“爱”的隐喻探析[J].教育导刊(幼儿教育),2016(3):8-12.
[3] 方素珍.创意玩绘本[M].浙江:浙江少年儿童出版社,2015.
[4] 朱智贤.儿童思维的发生与发展[J].北京师范大学学报,1986(3):4.
[5] 吴婷.思维导图在学前儿童教育活动中的应用探究[J].基础教育,2018(6):139.
[6] 惠雪莉,阳德华.幼儿阅读心理对绘本阅读指导启示的研究[J].陕西学前师范学院学报,2017(1):79-83.
[7] 松居直.幸福的种子[M].刘涤昭,译.南昌:二十一世纪出版社,2013.
[8] 彭懿.图画书应该这样读[M].南宁:接力出版社,2012.
[9] 林美琴.绘本有什么了不起[M].乌鲁木齐:新疆青少年出版社,2011.
[10] 蔡佳佳.绘本游戏阅读活动开展的意义及其指导策略[J].陕西学前师范学院学报,2018(2):20-23.
[11] 朱晓贇.借助思维导图提升中班幼儿阅读能力的实践研究[D].上海:上海师范大学,2017.
[12] 杨莉君,钱泳蓁,余贤睿. 3-6 岁儿童创新思维的培养及其影响因素研究[J].湖南师范大学教育科学学报,2013(11):103.
[13] 吴丹丹.初探思维导图在幼儿园教学中的运用[J]. 科学大众(科学教育),2017(12):109.