摘要
支架理论自诞生以来在科学教育中得到了广泛运用,它在帮助教师科学教学改进、促进学生科学学习上积累了许多积极的实证结果。本文基于支架理论对经过严格遴选、具有较高质量的10份幼儿园科学活动案例进行分析发现:教师始终围绕幼儿要探究的科学主题,灵活采用提问、反馈、解释、指导、暗示、示范等策略,以促进科学活动的有效实施;进一步指出基于支架理论的科学教育活动具有以问题驱动幼儿展开自主探究、以获得科学知识经验为目标导向、注重情绪情感激励、以外在手段有效辅助等特征,这对幼儿园科学教育实践提供了重要启示。
The concept of scaffolding has captured a great deal of attention in science education research over the past few decades.Many studies have testified the effectiveness of scaffolding in science education.Based on the classification of scaffolding strategies synthesized by J.van de Pol,this study analyzes ten teaching videos of early science education,while the appearances and characteristics of scaffolding are summarized.Based on those findings,some suggestions for future development of early science teaching in preschool are put forward.
作者
高宏钰
汤成麟
Gao Hongyu;Tang Chenglin(College of Preschool Education,Capital Normal University,Beijing 100048;Song Qingling Kindergarten,Shanghai 200003)
出处
《科普研究》
2019年第1期5-12,106,共9页
Studies on Science Popularization
基金
北京市教委社科一般项目"幼儿园教师专业观察能力的诊断标准与发展策略研究"(025185305000/090)
奕阳青年学者资助项目"互联网+时代学前教育信息化发展的目标体系及推进策略研究"(11718220020002)阶段性研究成果
关键词
科学教育
幼儿园
支架
science education
preschool
scaffolding
