从认识论视角审视科学领域中的师幼对话  

Examining Teacher-Child Dialogue in the Field of Sciencefrom the Perspective of Epistemology

作　　者：申涵子 SHEN Han-zi(Weinan Normal University,Weinan 714000,China)

机构地区：[1]渭南师范学院,陕西渭南714000

出　　处：《黑龙江教师发展学院学报》2024年第6期142-145,共4页Journal of Heilongjiang Institute of Teacher Development

基　　金：国家级大学生创新创业训练计划项目“‘可学可乐’乡村儿童科学教育筑梦行动”(202310723028);渭南师范学院教育教学改革研究项目“教育信息化背景下‘幼儿行为观察工作坊’教学模式构建研究”(JG202334)。

摘　　要：科学领域中的师幼对话是保护幼儿好奇心与求知欲,搭建科学学习与幼儿经验桥梁进而提升科学教育质量的重要基础。师幼对话既是认知的表现,也是认知的结果。从认识论视角分析,师幼对话应是引导师幼双方从单纯信念的知识走向作为真理的知识的过程。Teacher-child dialogue in the field of science is an important foundation for protecting young children’s curiosity and desire for knowledge,building a bridge between scientific learning and young children’s experience,and improving the quality of science education.Teacher-child dialogue is both a manifestation of cognition,and a result of cognition.From the perspective of epistemology,teacher-child dialogue should be a process of guiding both teachers and children from the knowledge of pure belief to the knowledge of truth.

关 键 词：个人认识论 科学教育 师幼对话 

分 类 号：G610[文化科学—学前教育学]