综合探究活动中引导幼儿进行深度学习的思考  

Thoughts on Guiding Children’s Deep Learning in Comprehensive Inquiry Activities

作　　者：尹江倩 刘华[1] YIN Jiangqian;LIU Hua(School of Education,Shaanxi Normal University,Xi'an 710062,China)

机构地区：[1]陕西师范大学教育学院

出　　处：《成都师范学院学报》2019年第9期47-51,共5页Journal of Chengdu Normal University

摘　　要：深度学习是一种以培养高级思维和实际问题的解决为目标的探索性学习方式,它与综合探究活动在多个方面都具有逻辑一致性。在综合探究活动中引导幼儿的深度学习可以从时间设置、环境资源以及成人支持三个方面达成实施路径。编制《“综合探究活动”质量评价表》,从综合探究活动开展中、综合探究活动结束后与非正式评价三个层面提出评价方式,使教育评价成为改进教学活动的工具,提升教师指导水平,使幼儿深度学习成为可能。Deep learning is a learning method aiming at the development of advanced thinking and solving practical problems.It is logically consistent with comprehensive inquiry activities in many aspects.In the comprehensive inquiry activities,children's deep learning can be achieved from three aspects:time setting,environmental resources,and adult support.A table of quality evaluation for comprehensive inquiry activities was made,and evaluation methods were put forward from three aspects including the stage during carrying out comprehensive inquiry activities,the stage after comprehensive inquiry activities,and informal evaluation,so that educational evaluation can be used as a tool for improving teaching activities to improve teachers'guidance and to make children's deep learning possible.

关 键 词：综合探究活动 深度学习 生成策略 教育评价方式 

分 类 号：G612[文化科学—学前教育学]