浅谈学前儿童的英语学习

目前,中国的"一带一路"倡议为语言教育带来了新的机遇和挑战。虽然英语和汉语均为联合国官方语言,但是汉语普及率远不及英语。学前期是幼儿学习语言的关键期,本文将具体研究与分析幼儿进行语言学习的理论和优势,并基于此提出学习要点与方法。     

学习——学前儿童的天性

在当今的基础教育研究与实践(尤其是学龄前教育)中,似乎对孩子的天性问题比过去任何时期都注重了。正确地看待学前儿童的天性,注重人格发展这一敏感期的教育是所有家长和教育界关注的焦点。本文试图从学习这一个全新的视角来阐释学前儿童的天性,探索出一种适合学前儿童培养及学习的方式。     

学前儿童探究性学习活动模式

探究性学习活动模式详细描述了学前儿童的心理活动过程,使我们清楚了解到儿童在探究性学习活动中的思维变化.这个模式从心理学视角解释了探究性学习活动的学习性、严肃性和复杂性,为其真正成为幼儿园的一种课程提供了心理学的理论依据,也更有助于家长理解、接受这种课程模式.     

和田地区维吾尔族学前儿童汉语学习兴趣研究

文章通过对和田地区维吾尔族学前儿童汉语学习兴趣的现状及其影响因素的调查与研究．探索我区少数民族学前儿童汉语习得的规律及特点,为新疆学前双语教育改革与发展以及相关部门提供决策依据。     

学前儿童外语学习焦虑探析

我国学前儿童学习英语已经普及,学前儿童的情感和智力发育尚不成熟,在外语学习过程中比其他学习者更容易受外语学习焦虑的影响。为及时有效疏导学前儿童的外语学习焦虑,教学前一定要对所教学前儿童的认知和情感有充分了解,教学中要创设一个宽松愉快的学习环境,对待儿童应宽容待错、含蓄反馈,教师行为应有移情效应、威信效应和期望效应。     

学前儿童词汇学习探析

语言是人类交流思想、表达情感的重要工具,也是思维的工具。幼儿期是学习语言最敏感、最关键的时期,也是储存词汇最迅速的时期。幼儿掌握词汇的多少、理解的深刻程度,直接影响语言的表达质量,影响幼儿智力的发展。幼儿教师要在日常生活中利用闲散时间、户外活动、区域游戏以及教学活动中来丰富幼儿的词汇。     

学前儿童互联网学习中的家长态度及影响因素

在"互联网+教育"生态发展的背景下,各界对互联网学习如何影响学前儿童发展存在争议,但家长的态度始终是学前儿童开展互联网学习的主要干预因素。文章结合5位"80后"、"90后"家长的访谈和已有技术接受/技术抵制模型的影响因素建立研究假设,收集了来自新疆、浙江两地幼儿园295位家长的问卷,探寻家长对学前儿童互联网学习的态度及影响因素。结果显示,尽管大多数家长对儿童互联网学习持积极态度,但对其负面影响的担忧会变成家长为儿童选择互联网学习的抵制因素;尽管初次使用的原因各不相同,但"绩效期望"是最重要的影响因素;针对调查结果呈现的现实问题,文章分析原因并提出了建议。     

学前儿童学习兴趣培养的途径和方法

兴趣是人力求认识、探究某种事物或从事某种活动的心理倾向。本文主要从以下几点来培养学前儿童的学习兴趣:1.保护好奇心,激发求知欲;2.创设良好的环境;3.成人要善于正确的引导;4.注重学前儿童动手操作能力的培养;5.通过游戏和组织活动,激发学前儿童学习兴趣;6.寓教学于愉快教育;7.学用结合,激发兴趣;8.正确使用表扬和奖励。     

论父母教养方式对学前儿童道德行为的影响

道德行为是衡量一个人道德品质的最重要标准.学前儿童的道德行为包括服从规则行为、诚实行为和亲社会行为三个方面.父母教养方式对学前儿童道德行为发展有重要影响.父母温暖、引导型的教养方式有利于学前儿童道德行为的积极发展,而惩罚和过度控制的教养方式不利于学前儿童道德行为的发展.因此,父母在教育儿童时应使用正确合理的教养方式,以促进学前儿童道德行为的良好发展.     

亲职者胜任力对幼儿学习品质的影响研究

采用自编的《亲职者胜任力评定问卷》对北京市1024名幼儿家长进行亲职者胜任力调查,采用《3～6岁儿童学习品质观察评价量表》对上述家庭中512名幼儿进行幼儿学习品质调查,以考察亲职者胜任力水平与特征,探讨其对幼儿学习品质的影响作用。结果发现:(1)亲职者胜任力处于中等水平,其中"养育安全""教养资源"维度得分最高,"心理成熟"得分最低;(2)亲职者胜任力对幼儿学习品质呈显著正向预测作用。为提高亲职者胜任力以有效培养幼儿学习品质,应整合多元途径,开展未来亲职者职前教育;依托学前教育机构,开展亲职者职后教育;实施园本培训、专题培训,提升教师亲职教育实施能力;搭建家长互助群体,推进亲职者教养能力共同发展。     

为理解而学:人工智能时代的知识学习

人工智能教育应用背景下,面对巨量的信息洪流与便捷的获取方式,为获得而学正面临着极大的挑战。为理解而学的提出旨在回应深度学习的真实发生、高阶思维的发展及个人价值的实现。为理解而学旨在发展学习者能够基于移情理解开展意义性联系与反思性运用,强调以迁移与运用为本的知识学习过程,进而实现知识与理解间的转化与生成。     

Instructional Guidance and Realism of Manipulatives Influence Preschool Children's Mathematics Learning

Educators often use manipulatives when teaching mathematics because manipulatives are assumed to promote learning. However, research indicates that instructional variables impact the effectiveness of manipulatives. In this article, the authors consider the relations between two instructional characteristics: (a) level of instructional guidance and (b) perceptual qualities of manipulatives. Results from the randomized experiment with preschoolers (N = 72) suggest that learning is improved when instruction is conducted with high levels of instructional guidance and is impacted by the perceptual qualities of manipulatives. Perceptually rich manipulatives decreased learner performance on outcomes associated with conceptual knowledge and improved performance on transfer of learning. In addition, transfer was positively affected by perceptually rich manipulatives when low levels of instructional guidance were present.     

学前儿童主动学习指标体系研究

作为学前儿童学习品质的核心要素和重要组成部分,主动学习对个体的终身学习与发展具有重要奠基作用。为了帮助幼儿园教师观察、识别和支架学前儿童主动学习品质的发展,研究通过理论研究和实证研究的并置和比对建构了学前儿童主动学习的关键发展指标体系,包含5个基本维度,11个关键发展指标和33个针对关键发展指标的发展阶段描述。其中5个基本维度分别是:主动参与、主动发现、主动探索、主动交往和主动合作;11个关键发展指标是:适应融入、计划选择、善于观察、喜欢提问、敢于尝试、问题解决、目标坚持、乐于接触、互动表达、冲突解决和分工协作。     

Learning in the Age of Networked Intelligence

The article presents ten theoretically substantiated ‘theses’ on future education and learning, highlighting emerging trends that will shape educational systems. The focus is on the impact of innovation economy and knowledge society on learning. Specifically, the article elaborates the changing dynamics of production models since the first industrial revolution, arguing that in the last few years we have been in the midst of a globalisation process that is qualitatively different from the earlier ones. This new model has consequences, for example, for skill demands and their regional distribution. More fundamentally, this ‘third globalisation’ makes innovation the key source of economic value, pushing educational systems from adaptive towards creative learning models. In implementing such creative pedagogies, traditional models of innovation become inadequate. The article therefore describes recent developments in innovation research and outlines a new theoretical view on innovation which connects innovation with social change and learning. This ‘downstream’ innovation model highlights the active and creative role of user communities in making innovations real. As the economic and social importance of ‘downstream’ innovation is becoming increasingly visible, educational institutions and learning activity will change. Policymakers will have to answer the question: Why will we need education in the future?     

High-Quality Preschool: The Socioeconomic Composition of Preschool Classrooms and Children's Learning

Research Findings: As policymakers expand access to preschool, the sociodemographic composition of preschool classrooms will become increasingly important. These efforts may create programs that increase the concentration of children from low-income families or, alternatively, foster the creation of socioeconomically diverse preschool classrooms. What effect the creation of such contexts would have on very young children remains unclear. Using multilevel methods and data on 2,966 children in 704 prekindergarten classrooms, this study explores the relationship between socioeconomic classroom composition and children's social and cognitive development. The results indicate positive associations between the mean socioeconomic status (SES) of the class and children's receptive language, expressive language, and mathematics learning, regardless of children's own sociodemographic backgrounds and the characteristics of their classrooms. However, the analyses indicate no association between the development of social competence and class mean SES. Practice or Policy: The links between classroom SES and language and mathematics development were comparable in size to those associated with instructional quality and even children's own SES. Neither structural nor instructional characteristics of prekindergarten classrooms explained these relationships, suggesting the possibility of direct peer effects. The findings indicate that the composition of children's classrooms should be considered an important aspect of preschool quality.     

学前儿童生命认知现状研究

生命教育是贯穿人的生命发展全程的终身教育,它有非常丰富的内涵。儿童时期的生命教育可为其今后一生的可持续发展奠定基础。当前,应该从生命起源教育、生命本质教育、生命安全教育、爱心教育和死亡教育这五个方面加强对学前儿童的生命教育。     

家庭离异对学前儿童身心影响的个案研究

近年来,我国公民的离婚率呈逐年上升趋势,导致离异家庭中的儿童增多。家庭离异本身对儿童的身心发展颇具意味。文章通过对幼儿园离异家庭中的两个儿童个案研究,探讨家庭离异对儿童身心的影响,为离异家庭儿童身心正常发展提供参考。