摘要
为了帮助幼儿养成良好的学习品质,《广东省幼儿园一日活动指引(试行)》将"学习活动"列为幼儿园一日活动中的一种活动类型。在厘清"学习活动"概念的基础上,本研究在5所实验园开展了落实此文件精神的行动研究。通过对有问题的42份"学习活动"方案初稿、104份日计划、26份教师反思文本,以及31个"学习活动"视频的编码分析,结果发现教师在"学习活动"的准备、实施和评价环节上均有所转变:准备环节的转变涉及活动方案设计、幼儿参与性的调动、学习空间安排和材料准备等;实施环节的转变包括教师"应变"能力的提高、幼儿小组合作与表征方式的增加等;评价环节的转变包括改进"学习活动"记录评价、教师反思等。教师能够实现上述转变的主要原因是研究团队开展了理论与实践的对话,研究共同体内部相互支持,以及教师反思的内在驱动。为支持教师更好地实施"学习活动",不仅需要进一步建构和完善有关"学习活动"的理论,而且应引导教师把握"学习活动"和幼儿自主游戏的关系,保证准备、实施、评价每个环节落实到位,同时还应建构教师与幼儿共同参与的学习共同体。
In order to help children develop positive approaches to learning, researches on ＂learning activities＂ have been in hotspot. Based on clarifying the concept of ＂learning activities＂, the study used the method of action research to find out changes teachers experienced and what supports they wanted when they practiced such ＂learning activities＂ in kindergarten. By coding analysis on the texts of 42 plans of ＂learning activities＂ in question, 104 kindergarten daily plans, 26 notes of teachers＇ reflection, and videos of 31 ＂learning activities＂, it was identified that there were changes in teachers＇ preparation, implementation and evaluation when they practiced such new activities. Teachers need to learn more about the theory of ＂learning activities＂ under the background of kindergarten education, and get more supports on how to take the theory into practice, including teachers＇ learning from each other, their own reflections and the adjustment of kindergarten＇s daily schedule and so on.
出处
《学前教育研究》
CSSCI
北大核心
2017年第4期3-13,共11页
Studies in Early Childhood Education
基金
广东省基础教育课程改革项目"广东省幼儿园一日活动的政策研究"(批准号:2015JJKGYJ007)
关键词
“学习活动”
学习品质
幼儿园一日活动
行动研究
＂learning activities＂, approaches to learning, daily activities in kindergarten, action research
