教师支持幼儿深度学习的路径与特征研究——以沈阳市S幼儿园主题活动为例

A Study on the Paths and Characteristics of Teachers’ Support for Children’s Deep Learning--Taking the Theme Activities of S Kindergarten in Shenyang City as an Example

通过对沈阳市S幼儿园主题活动中教师对幼儿深度学习的支持进行深入研究,采用个案研究法,运用观察、访谈、文本分析等方法收集资料,依托扎根理论,使用Nvivo11质性分析软件对资料进一步归纳、剖析,得出教师支持幼儿深度学习的四重路径为创设环境与提供材料、激发动机与生成活动、赋予权利与自主探究、总结经验与交流反思等,并发现教师对幼儿深度学习的支持具有预设性与生成性、渗透性与外显性、互动性与留白性、连续性与循环性四对特征。

Through an in-depth study of teachers’ support for children’s deep learning in the theme activities of S kindergarten in Shenyang,using the methods of case study and such data collection methods as observation,interview,text analysis and so on,relying on grounded theory,using Nvivo11 qualitative analysis software to further summarize and analyze the data,it is concluded that the four paths for teachers to support children’s deep learning are: creating environment and providing materials,stimulating motivation and generating activities,empowering and independent exploration,summarizing experience and exchanging reflections,etc. It is also found that teachers’ support for children’s deep learning has four pairs of characteristics: presupposition and generativity,penetrability and externality,interactivity and blank,continuity and cyclicity.