数学活动中促进幼儿深度学习的实现路径  

Pathways to Achieve Deep Learning for Young Children in Mathematics Activities

作　　者：刘佳美 王艳芝[1] 王艺锦 Liu Jiamei;Wang Yanzhi;Wang Yijin(Department of Preschool Education,Hebei Normal University,Shijiazhuang 050024,China)

机构地区：[1]河北师范大学学前教育系,石家庄050024

出　　处：《林区教学》2023年第10期117-120,共4页Teaching of Forestry Region

基　　金：河北师范大学2021年度人文社会科学校内科研基金计划项目“建构区材料结构及投放方式对大班幼儿深度学习的影响”(S21XB012)。

摘　　要：幼儿深度学习由内在动机而驱动,以高阶思维为主导,在合作互动中升华。在深度学习活动中,幼儿表现出愉快的情绪情感、内在的学习动机、建构迁移经验、运用发展高阶思维、合作互动解决问题等特征,能够获得情感、思维、认知、个性、能力等多方面的发展。由此教师可以从激发幼儿的好奇心和兴趣、引发幼儿的探究欲望,把握幼儿已有经验、引导幼儿深入思考探索,尊重幼儿主体地位、鼓励幼儿自主表达,引发同伴间的互动、提倡交流与合作等路径来支持幼儿实现深度学习。Young children's deep learning is driven by intrinsic motivation,led by higher-order thinking,and sublimated in cooperative interaction.In deep learning activities,young children show characteristics of pleasant emotions,intrinsic motivation for learning,constructing transfer experiences,using and developing higher-order thinking,and cooperating and interacting to solve problems,and are able to obtain various developments of emotions,thinking,cognition,personality,and ability,etc.Thus,teachers can support children's deep learning by stimulating their curiosity and interest,triggering their desire for inquiry,grasping their existing experience,guiding them to think deeply and explore,respecting their dominant status,encouraging their independent expression,triggering peer interaction,and promoting communication and cooperation.

关 键 词：幼儿深度学习 高阶思维 数学活动 教师支持 

分 类 号：G613.4[文化科学—学前教育学]