深度学习视角下教师提问对幼儿认知投入状态的影响——基于科学集体教学情境  

The Impact of Teacher Questioning on Cognitive Engagement in Young Children from the Perspective of Deep Learning:Based on the Context of Scientific Collective Teaching

作　　者：汪超艺 袁鸿睿 胡江波 赵一仑 Wang Chaoyi;Yuan Hongrui;Hu Jiangbo;Zhao Yilun(College of Child Development and Education,Zhejiang Normal University,Hangzhou,Zhejiang,311231)

机构地区：[1]浙江师范大学儿童发展与教育学院,浙江杭州311231

出　　处：《幼儿教育》2024年第33期31-35,共5页Early Childhood Education

基　　金：教育部人文社会科学研究青年基金项目“学前儿童STEM学习支持性生态系统构建与实践路径研究”(项目批准号:22YJC880072);浙江省教育厅一般科研项目“幼儿园STEM教育的实践研究”(项目批准号:Y201943047)的研究成果之一。

摘　　要：深度学习是调动高阶思维的主动学习。认知投入是衡量深度学习效果的关键切入点。本研究基于27个幼儿园科学集体教学活动,探究幼儿认知投入状态及其与教师提问类型和教学组织形式之间的关系。基于研究结果,本研究提出了教育建议。Deep learning is an active learning process which stimulates higher-order thinking.Cognitive engagement is a key entry point for measuring the effectiveness of deep learning.This study is based on 27 scientific collective teaching activities in kindergartens,exploring the relationship between preschoolers'cognitive engagement status and teacher questioning types and teaching organization forms.Based on the research results,this study proposes educational recommendations.

关 键 词：幼儿深度学习 认知投入 幼儿园科学教育 

分 类 号：G6122[文化科学—学前教育学]