摘要
元认知发展是学前儿童发展的核心之一。通过对学前教师在数学活动中的元认知教学行为和话语进行个案观察和分析,可以发现相关教学现状不够理想,主要源于教师元认知意识及相关知识或技能不足,同时也是教学客观条件所限。
Meta-cognition development is one of the key aspects of preschool children’s development.This paper attempts to put a case study on the instructional behaviors and discourse of preschool teachers in the mathematical activities,which has revealed that the instructional practices are not as promising as expected,which might be caused by the teachers’insufficient meta-cognitive awareness and knowledge/skills,as well as the limitations by instructional realities.
作者
甄丽娜
ZHEN Li-na(College of Preschool Education,Shaanxi Xueqian Normal University,Xi’an 710100,China)
出处
《陕西学前师范学院学报》
2020年第11期32-40,共9页
Journal of Shaanxi Xueqian Normal University
基金
陕西省社科界重大理论与现实问题研究项目(2019Z023)
教育部人文社会科学研究一般项目(18XJC880001)。
关键词
学前数学活动
元认知
教学行为和话语
个案研究
preschool mathematical activities
meta-cognition
instructional behaviors and discourse
case study
