主题教育活动中幼儿学习的动力因素分析及其优化建议--基于生态心理学的视角  

Dynamic Factors in Children’s Learning Activities and the Optimization Suggestions Based on the Perspective of Ecological Psychology

作　　者：蔡菡 CAI Han(The Normal School,Changshu Institute of Technology,Changshu 215500 China)

机构地区：[1]常熟理工学院师范学院,常熟215500

出　　处：《学前教育研究》2022年第10期38-53,共16页Studies in Early Childhood Education

基　　金：江苏省高校哲学社会科学研究项目“生态心理学视角下幼儿教师课程创生的支持系统研究”(编号:2022SJYB1489);江苏省教育科学“十四五”规划课题“生态心理学视角下支持幼儿主动活动的动力系统研究”(编号:C-c/2021/01/38)。

摘　　要：激发并维持幼儿主动学习是教师设计与实施主题教育活动的核心。借鉴生态心理学研究成果,本研究对某省优质园大A班1年中所开展的10个主题共82个子活动进行跨案例聚类分析,结果发现个体特征、情境建构、活动过程、人际互动、角色是影响幼儿主动学习表现的主要动力因素,并有18种具体影响方式,证明了幼儿的个体特征是其自身发展的动因,教师是环境中重要的动力源,角色、活动、人际关系是重要的环境诱发力。幼儿园中各类学习活动的展开过程都可以被视为这些动力因素整合作用的过程,这有助于我们突破以往分领域、分流程、以目标为导向的教育活动分析方式的桎梏。从多动力因素共同作用的角度来说,教师需要充分关照幼儿的个体特征,与幼儿共创活动情境并建立高质量的人际关系,引导幼儿扮演新角色,丰富活动内容和形式,提高活动的复杂度与挑战性,才能较好地唤起和维持幼儿主动探索的热情,促进幼儿主动学习。Stimulating and maintaining children’s active learning is the core of kindergarten education.Based on ecological psychology,cross-case cluster analysis was made on 82 sub-activities of 10 themes carried out in Class A(5~6 years old children)of a provincial high-quality kindergarten in one year.It is found that individual characteristics,situational construction,activity process,interpersonal interaction and role are the five dynamic factors having impacts on children’s performance during their active learning through 18 main influence modes.Children should be recognized as the leading factor,and teachers should provide continuous dynamic support for children’s active learning,such as taking full care of children’s individual characteristics,creating the activity situation and high-quality interpersonal relationship with children,guiding children to play new roles,enriching the process and form of education activities,etc.

关 键 词：主动学习 学习动力 教育活动 生态心理学 

分 类 号：G612[文化科学—学前教育学]