科学教育活动中教师指导目的的研究  

A Research on the Purpose for Teachers’ Instruction in Kindergarten Science Education Activity

作　　者：梁玉华[1] 

机构地区：[1]天津师范大学教育学院

出　　处：《幼儿教育（教育科学）》2009年第1期37-40,共4页Early Childhood Education(Educational Sciences)

基　　金：天津师范大学博士基金项目“教师自主专业发展心理机制研究”的研究成果之一,项目编号:52WR13

摘　　要：本研究主要采用问卷调查法和现场观察法，调查了幼儿园科学教育活动中教师的指导目的及其对幼儿的发展适宜性。调查结果显示，在科学教育活动中教师最重视培养幼儿的科学精神与态度，对科学知识积累的重视程度偏低；同时，教师对科学教育活动的指导目的是复合型的，可以分为并重型、知识倾向型和平均型三种类型。通过对幼儿学习表现和学习结果的分析发现，并重型指导目的优于知识倾向型指导目的和平均型指导目的，对幼儿更具发展适宜性。Adopting the method of questionnaire and observation, the study aims to explore the purpose for teachers＇ instruction in science education activity and the appropriateness for children＇s development. It reveals that teachers tend to attach greatest importance to the cultivation of children＇s science spirit and attitude while neglecting the accumulation of science knowledge; meanwhile, purpose of teachers＇ instruction in science activity is compound and could be classified as full-focused, knowledge- focused and non-focused type. And analyses on children＇s learning performance and results show that the flail-focused type is most appropriate for children＇s development compared with the other two.

关 键 词：科学教育活动 幼儿园教师 指导目的 发展适宜性 

分 类 号：G612[文化科学—学前教育学]