情境视域下教师对幼儿朴素概念的回应策略类型与特点

Analysis on the Types and Characteristics of Teachers’Response Strategies to Children’s Naive Conceptions in the Context

教师对幼儿朴素概念的恰当回应是幼儿园高质量科学教育的重要体现。本研究采用半结构化访谈、问卷调查、项目分类等方法,对教师的回应策略进行了聚类与对比分析。结果发现教师在科学教学活动中对幼儿朴素概念的实际回应策略以忽略和转变为主,但教师主观报告其可能采取的回应策略则较为全面,包括验证总结、忽略回应、延后探索、肯定幼儿、思考交流、解释原理等6种类型,并具有显著的情境性和学科性特点。在面对个别幼儿提出的朴素概念且不需要及时进行班级管理的情境中,教师实际和可能采取的回应策略都是运用鼓励、肯定等方式,给予幼儿积极的情感支持,但对于如何提供恰当的支架,促进幼儿认知发展,教师的表现尚不如人意。为促进幼儿的科学探索,教师应进一步加强科学知识学习,重视实践反思,提高自身使用回应策略的能力。同时应为教师提供案例式培训,丰富教师应对幼儿朴素概念的经验。

The appropriate response of kindergarten teachers to children’s na?ve conceptions is one of the important manifestations of high-level scientific teaching quality.In this study,interviews,questionnaires and project classification were used for cluster and comparative analysis on the response strategies of teachers.The results showed that the types of kindergarten teachers’practical response strategies to children’s na?ve conceptions are mainly neglect and change;The possible response strategies of kindergarten teachers are situational and disciplinary,and the types of response strategies are relatively comprehensive.Specifically,they were divided into six types:verification and summary,ignoring the response,delaying the exploration,affirming children,thinking and communicating,and explaining the principle,which are different from the actual response strategies.In addition,when in situation of the na?ve conceptions put forward by individual children and without the need for timely class management,kindergarten teachers’practical and possible response strategies tend to use encouragement,affirmation and other ways to give children positive emotional support,while the use of teaching support strategies for how to provide appropriate support to promote children’s cognitive development needs to be improved.Based on this,kindergarten teachers should further strengthen the learning of scientific knowledge,pay attention to practical reflection,and improve their ability to use response strategies.At the same time,when training teachers,case training should be provided to enrich their experience in dealing with na?ve conceptions.