幼儿前概念的教师理解与教学策略研究

Research on Teachers'Understanding and Strategies of Preschool Preconceptions

本研究自拟问卷对 580 名幼儿园教师进行调查,对 10 名幼儿园教师进行访谈,了解其对幼儿前概念的理解情况及相应的教学策略,分析影响其理解幼儿前概念及采取不同教学策略的原因.结果发现,幼儿园教师倾向于采取交流引导、探究实验策略转变幼儿前概念,较少采取暂缓回应策略.这主要与教师对幼儿前概念的片面理解及其理解与实践之间的落差有关.基于此,本研究提出了相应建议.

The study conducted a survey on 580 kindergaten teachers and inteviewed 10 of them to undestand their understanding of preschool preconceptions and teaching strategies,so as to analyze the corresponding factors.The study found that kindergarten teachers tend to use communication guidance and exploratory experimental strategies to modify children's preconceptions,but are less likely to use delayed response strategies.This is primarily due to their limited understanding of preschool preconceptions and the gap between their knowledge and their teaching practices.Based on these findings,the study offers relevant recommendations.