科学区域活动中教师指导策略的实践研究

科学区域活动是培养幼儿创新精神与实践能力的重要平台。在科学区域中,教师指导这一环节更应该尊重并突出幼儿的主体性地位、重视幼儿的游戏过程。基于此背景,对投放多元材料,进行引领性指导;隐性活动介入,进行过渡性指导;基于幼儿思维,进行过程性指导的策略进行了探索,希望能够为广大幼儿教师提供借鉴意义。     

浅谈区域活动中影响幼儿自主学习的因素

区域活动是幼儿教育活动的重要形式之一,不仅有助于为幼儿提供良好的学习场所,同时也对幼儿形成良好的行为习惯有着关键的促进作用。就当前区域活动而言,虽然取得了非常可观的教育效果,但是也隐含着一些现实性问题影响着幼儿自主学习能力的发展,如教师指导不到位、幼儿间的协作能力有待提高、材料投放和布置有待优化等问题。基于此,为了进一步提高区域活动对幼儿自主学习能力的影响作用,需要教师从科学教学引导、材料投放以及加强幼儿与材料互动等多角度出发进行优化,促进区域活动对幼儿自主学习能力的影响作用。     

主题活动背景下科学区材料投放的现状与对策

科学区的材料选择和投放很大程度上影响着幼儿的探究性学习成效。文章以主题活动背景下大班科学区材料的投放为例,分析了当前存在的问题,探讨了恰当投放科学区材料以发展幼儿探究能力的策略:教师要选择能支持幼儿获得科学学习核心经验的材料,有针对性地投放;选择能持续提升幼儿科学探究能力的材料,进行有目的地投放;选择能满足班级中不同发展水平幼儿需要的材料,有层次地投放,以发挥科学区材料对幼儿科学学习的促进作用。     

幼儿园区域活动的有效组织与指导

在区域活动中幼儿可根据自己的兴趣、意愿、能力按规则自行选择各区域的活动,从而促进幼儿在不同水平上获得相应的发展。本文从环境的创设、材料的投放、规则的制定、教师的指导四个方面阐述幼儿区域活动的组织与指导。     

幼儿自主性培养之运动活动中的环境创设——《战胜大灰狼》案例反思

《幼儿园教育指导纲要》中提出既要重视幼儿的运动兴趣,又要在凸显幼儿主体性地位的基础上提高幼儿的运动能力。环境是重要的教育资源,在运动活动中,如何通过环境的创设和利用,有效地促进幼儿自主性以及运动能力的发展呢?将以投掷运动活动为例,通过对活动中投放的各种材料以及创设环境的探讨,浅谈运动活动中幼儿的自主性培养。     

中班区域性体育活动案例“快乐骑行区”

正在我园开展区域性体育活动背景下,我们将幼儿园的操场规划成多个运动区域,其中将一块较为平整的场地规划为快乐骑行区。在快乐骑行区中,我们投放了幼儿以前接触过的塑料模型车、摇摇车,还有新购置的儿童铁质自行车、儿童运载小货车等,幼儿对这些车辆都比较感兴趣。投放这些车辆,旨在促进幼儿发展腿部肌肉力量及身体平衡和协调能力。在观察中班幼儿活动状况的基础上,我们提供适当的指导与帮助,激发幼儿对体育活动的     

自然材料在区域活动中的有效运用

<正>《幼儿园教育指导纲要》指出:幼儿园应当提供健康、丰富的生活和活动环境,满足幼儿多方面发展需要。区域活动作为幼儿集体活动的一种特殊的有效形式,备受大家青睐,它为幼儿活动提供了广泛的空间,同时运用多种不同材料引导幼儿自主、自发地游戏、学习。但如何把区域活动做得精彩,关键就在于准备投放的游戏材料。首先在投放材料的过程中,教师需要花费大量时间和精力观察、记录、分析幼儿的需求、能力、可     

从幼儿行为谈益智区个别化材料的投放策略

个别化学习是幼儿按照自己的意愿和能力,以操作摆弄材料为主的方式进行个别学习,其中材料的投放直接关系着幼儿的活动效果。以益智区为切入点,从幼儿的操作行为探究材料投放的有效性,为教师投放材料提供建议,实现材料价值的最大化。     

丰富区域材料投放方式,促进幼儿自主性学习

在幼儿自主性学习过程当中,区域活动是最为重要的活动形式,为了促进幼儿自主性学习,老师在幼儿区域活动过程中,应当科学合理地投放材料,丰富区域材料投放方式,为幼儿的自主性学习奠定良好的基础,促进幼儿自主学习能力与素养得到全面发展,助力幼儿健康成长。基于此,下文主要对丰富区域材料投放方式,促进幼儿自主性学习进行分析探讨,以供参考。     

经历探究过程发现科学现象

自然界中充满着神奇有趣的科学现象。引导幼儿亲身经历以实证研究为基础的探究过程,不仅有助于幼儿主动建构知识经验,更有助于幼儿提高解决问题的能力,体验科学的真谛。所以。教师要创设能够引起幼儿兴趣和科学思考的情境,投放能够支持幼儿发现的材料,提出有促进作用的问题,采用恰当的指导与反馈方式,为幼儿的探究和发现铺路搭桥。     

Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability

Metacognition refers to knowledge about one's own cognition. The present study was designed to assess metacognitive skills that either precede or follow task engagement, rather than the processes that occur during a task. Specifically, we examined prediction and evaluation skills among children with (n= 17) or without (n= 179) mathematics learning disability (MLD), from grades 2 to 4. Children were asked to predict which of several math problems they could solve correctly; later, they were asked to solve those problems. They were asked to evaluate whether their solution to each of another set of problems was correct. Children's ability to evaluate their answers to math problems improved from grade 2 to grade 3, whereas there was no change over time in the children's ability to predict which problems they could solve correctly. Children with MLD were less accurate than children without MLD in evaluating both their correct and incorrect solutions, and they were less accurate at predicting which problems they could solve correctly. However, children with MLD were as accurate as their peers in correctly predicting that they could not solve specific math problems. The findings have implications for the usefulness of children's self‐review during mathematics problem solving.     

接受美学视域下的儿童文学翻译

本文从接受美学的角度探讨儿童文学翻译,指出儿童文学翻译应以儿童本位为原则。在翻译策略的选择上,应准确把握儿童读者的期待视野和接受能力,优先考虑译文的可理解性和可接受性。     

Lexical characteristics of Spanish and English words and the development of phonological awareness skills in Spanish-speaking language-minority children

The lexical restructuring model (LRM) is a theory that attempts to explain the developmental origins of phonological awareness (PA). According to the LRM, various characteristics of words should be related to the extent to which words are segmentally represented in the lexicon. Segmental representations of words allow children to access the parts of words needed to complete PA tasks. This study examined the relations between various lexical characteristics of Spanish and English words and the PA skills of Spanish-speaking language-minority children. Participants came from two independent samples of Spanish-speaking preschool children (Sample 1 N = 553, Sample 2 N = 600). For children in both samples, only phonotactic probability was related to children’s likelihood to respond correctly to Spanish PA items. Age of acquisition and word frequency were related to children’s likelihood to respond correctly to English PA items for children in both samples. Phonological neighborhood density and phonotactic probability were also related to children’s likelihood to respond correctly to English PA items; however, these effects were sample-specific. Children’s Spanish vocabulary knowledge moderated the effects of Spanish age of acquisition and word frequency on responses to Spanish PA items. Children’s English vocabulary knowledge moderated the effects of English phonological neighborhood density and phonotactic probability on responses to English PA items. These findings have implications for the development of PA assessments to be used with language-minority children.     

幼儿生命教育中深度学习的促进策略

深度学习能够促进高一级思维的发展并提升幼儿的自主学习意识。但是目前传统的生命教育活动无法促进幼儿的深度学习,需要幼儿教师注重在生命教育活动中的偶发性探索,使幼儿产生深度学习需求;正确做好"鹰架",帮助幼儿延续深度学习兴趣;重视幼儿反思,深化幼儿深度学习的思维;优化评价方式,关注过程与关注结果并重。     

An investigation of grapheme parsing and grapheme-phoneme knowledge in two children with dyslexia

The aim of this study was to understand the relationship between children’s knowledge of letter-sound rules (“grapheme-phoneme knowledge”) and their ability to identify separate graphemes (e.g., SH, OI) that comprise words (“grapheme parsing”). We used a single-case study approach with children with phonological dyslexia who were able to read words accurately via whole-word processes (“lexical reading”), but were not able to read using grapheme-phoneme knowledge (“non-lexical reading”). These children were able to correctly parse some graphemes without grapheme-phoneme knowledge for these graphemes. However, they were unable to correctly parse some graphemes for which they had grapheme-phoneme knowledge. This dissociation suggests that children may acquire grapheme-phoneme knowledge and phoneme parsing independently. We discuss the implications of these findings for cognitive models of word reading.     

Introspection Plays an Early Role in Children's Explicit Theory of Mind Development

This study assessed children's (N = 236) ability to introspect the mental states of seeing and knowing relative to their ability to attribute each state to others. Children could introspect seeing 10 months before they could introspect knowing. Two‐ and 3‐year‐olds correctly reported their own seeing states, whereas 3‐ and 4‐year‐olds correctly reported their own knowing states. For each mental state, there was a 7‐month difference before children could correctly attribute that state to another. These findings indicate that knowing is more difficult to introspect than seeing and that the ability to introspect each mental state emerges prior to the ability to correctly attribute them to others. Theoretical implications for self–other differences in theory‐of‐mind development are considered.     

Identification of Alcohol by Smell among Preschoolers: Evidence for Early Socialization about Drugs Occurring in the Home

This study tested preschoolers' ability to provide accurate verbal associations to alcoholic beverage odors and whether this ability was related to parental drinking patterns and motivations. Older preschoolers performed better than younger preschoolers; photographic cues improved performance; children who correctly identified a substance by smell had socially appropriate knowledge of the culturally appropriate users of the substance; children reported liking substances that are used mainly by children and adults, and generally reported disliking substances whose use is legally limited to adults only; children were better at identifying substances they commonly use, but success at recognition of alcoholic beverages was related to heavier parental drinking and use of alcohol for escape reasons. Findings have implications for theories of socialization to drug use and for models of prevention.     

"最近发展区"概念解析及其对幼儿园教学的启示

维果斯基提出“最近发展区”的概念旨在阐述教学与儿童发展之间深刻而内在的联系,揭示教学发挥此种积极作用的前提、途径与机制。幼儿教师应当十分警惕“有教学就有儿童发展”的错误观念。应把师幼互动作为教学活动设计的核心,应充分发挥相比于儿童而言的作为“更有能力者”的积极作用。     

领导者工作之“三讲”

领导者在工作中要正确地履行其职责,应该自觉做到"三讲"。所谓"三讲"是指讲境界、讲能力、讲良好的个性与习惯。境界是领导者正确履行职责之基础,能力是领导者正确履行职责之依托,而良好的个性与习惯则是领导者正确履行职责的必要条件。     

Fifth-graders’ ideas on bank functions and interest before and after a lesson on banking

Forty-three 5th graders participated in all phases of the study:

1. a pre-test to ascertain children’s concepts of deposits, loans, interest, etc.;
2. a classroom lesson;
3. a post-test two weeks after the lesson.

At pre-test almost none of the children realized how banks profit through the difference between loan and deposit interest. Approximately half the children did not connect deposits and loans, believing that deposit money is locked in a safe util it is returned to its owner. By post-test most children had progressed to speaking correctly about both kinds of interest and their relative amounts. The proportion of children showing progress was significantly higher in the subgroup who at pre-test had already connected deposit and loan. Incorrect ideas at pre-test on how the bank gets the money to pay its employees (e.g. revenue received from the local council, or obtained by “the boss” doing a second job) did not prevent the children from correctly answering at post-test. Such success following short training supports the hypothesis that, at 10 or 11 years of age, while children lack factual knowledge on banking there are no major cognitive obstacles to the understanding of its functioning once banking has been explicitly explained.