幼儿园集体教学活动有效性研究——以集体科学教学活动为例  

A Study of the Effect of Collective Teaching Activities in Kindergarten: Take Collective Science Teaching Activities for an Example

作　　者：陈琼[1] 王春燕[2] 

机构地区：[1]池州学院教育系,池州247100 [2]浙江师范大学杭州幼儿师范学院,杭州310012

出　　处：《幼儿教育（教育科学）》2013年第11期7-11,20,共6页Early Childhood Education(Educational Sciences)

基　　金：2010年度教育部人文社会科学研究规划基金项目“幼儿园集体教学活动有效性研究”(项目编号:10YJA880131);全国教育科学“十二五”规划2011年度国家青年基金课题“基于多维整合观的中国托幼机构教育质量评价研究”(项目编号:CHA110131)的研究成果之一

摘　　要：幼儿园科学活动的核心价值是培养幼儿的探究兴趣，帮助幼儿体验探究过程，发展幼儿初步的探究能力。探讨集体科学教学活动的有效性，对提高幼儿科学探索质量具有重要意义。本研究运用《中国托幼机构教育质量评价量表（试用版）》中的“集体教学”子量表，围绕目标与内容、情感支持、教学设计与组织、教学过程、教学支持、幼儿表现、课堂文化等七个方面对10个集体科学教学活动样本进行研究分析。结果表明．集体科学教学活动的有效性仅处在中等水平，其中情感支持与教学设计组织的得分最高，目标与内容的得分最低。据此，研究者提出了一些相应的建议。The core of kindergarten scientific activities is to cultivate children＇s qualities of inquiry, help children experience exploring, and develop children＇s basic exploring ability. The effect of collective teaching activities is significant to the improvement of children＇s qualities of exploring. By using The Quality Rating System of Chinese Preschool Education, the authors studied 10 samples of collective science teaching activities from the perspectives of goals and content, emotional support, teaching design and organization, teaching process, teaching support, children performance, and classroom culture, The results indicated that the effect of collecive science teaching activities is only at medium level. Emotional support, and teaching design and organization got highest score while goals and content got lowest score. Based on the research results, the authors put forward some suggestions.

关 键 词：幼儿园 科学活动 集体教学 有效教学 

分 类 号：G612[文化科学—学前教育学]