非正式环境下儿童科学知识建构环境的构建  

Research on the Environment Construction of Children’s Family Scientific Knowledge Building under the Background of Informal Environment

作　　者：胡金艳 蒋纪平[2] HU Jin-yan;JIANG Ji-ping(Department of Education,Henan Normal University,Xinxiang 453000,Henan,China;Henan Institute of Science and Technology,Xinxiang 453003,Henan,China)

机构地区：[1]河南师范大学教育学部,河南新乡453000 [2]河南科技学院信息工程学院,河南新乡453003

出　　处：《兵团教育学院学报》2022年第4期28-34,共7页Journal of Bingtuan Education Institute

基　　金：国家自然科学基金项目“移动学习环境下学习投入的动态变化机制与资源支持研究”(61907013)。

摘　　要：儿童在真实的日常场境中产生的偶发性科学问题是其早期认识世界的重要途径,如何为这种特殊境脉中的问题探究提供支持是儿童科学学习领域值得探索的问题。基于对一个8岁男孩和他的家庭在过去四年中出现的典型科学探究活动案例的分析发现:儿童偶发性问题与学校正式环境中的预设性问题在多个维度具有不同的特征;在知识建构理念指导下的探究过程能够很好地映射其12条原则;儿童偶发性科学问题的知识建构具有独特“提出→捕捉→提炼→改进→冻结”的流程,非正式的科学学习环境应该从“人、场所、文化”三个方面进行构建,研究为非正式环境下的儿童科学学习提供了新的研究视角。It is an important way for children to know the world in the early stage that the emerging science problems arise in the real daily field.How to provide support for the exploration of the problems in the special environment is an issue worth exploring in the field of children's science learning.Based on an analysis of typical cases of scientific inquiry activities in an 8-year-old boy and his family over the past four years,we found that children's emerging problems and presupposition problems in formal school environment have different characteristics in multiple dimensions.Under the guidance of the idea of knowledge building,the inquiry process can map its 12 principles with excellent results.The knowledge construction of children's emerging science problems has a unique process of"proposing→capturing→extracting→improving→freezing".Informal science learning environment should be constructed from such three aspects--people,place and culture.We hope this study provides a new research perspective for children's science learning in informal environment.

关 键 词：偶发性问题 非正式环境 知识建构 科学学习 

分 类 号：G622[文化科学—教育学]