幼儿社会教育的策略研究--基于建构主义的分析  

Strategy Research of Children’s Social Education--Based on Analysis of Constructivism

作　　者：朱婷婷 Zhu Tingting(School of Education,Guizhou Normal University,Guiyang 550025,China)

机构地区：[1]贵州师范大学教育学院,贵阳550025

出　　处：《林区教学》2022年第12期115-119,共5页Teaching of Forestry Region

摘　　要：人际交往和社会适应是幼儿在社会教育中需要学习的主要内容,也是幼儿社会性得以发展的基本过程。从建构主义的角度来看,幼儿社会教育目前存在社会教育中幼儿的主体性体现不足、社会教育内容的适宜度有待提高、社会教育情境的创设缺乏真实性、幼儿的体验学习关注度不够等问题。基于此提出认真学习建构主义理论、充分发挥幼儿的主动性、创建或模拟真实的社会教育情境、构建幼儿学习共同体、建立对话型的师幼关系的解决办法。Interpersonal communication and social adaptation are the main content that children need to learn in social education,and they are also the basic process for the development of children s sociality.From the perspective of constructivism,children s social education currently has problems such as insufficient expression of children s subjectivity in social education,low suitability of social education content,the lack of authenticity in the creation of social education situations,and the insufficient attention paid to children s experience learning.Based on this,solutions are proposed to study constructivism theory seriously,give full play to children s initiative,create or simulate real social education situations,build children s learning community,and establish a dialogue-type teacher-child relationship.

关 键 词：建构主义 幼儿社会教育 社会性 

分 类 号：G612[文化科学—学前教育学]