深度學(xué)習(xí)對集體活動和區(qū)域活動中幼兒使用科學(xué)學(xué)習(xí)方式的影響

摘要： 本研究觀察了209名3—6歲幼兒在集體活動和區(qū)域活動中的科學(xué)學(xué)習(xí)過程,并記錄幼兒在科學(xué)學(xué)習(xí)活動中所使用的學(xué)習(xí)方式的頻次。結(jié)果發(fā)現(xiàn),幼兒在集體活動中,較多采用傾聽、模仿、回應(yīng)性回答等學(xué)習(xí)方式,而在區(qū)域活動中,較多采用探究型操作和分工合作等學(xué)習(xí)方式。通過對幼兒園教師進(jìn)行問卷調(diào)查,發(fā)現(xiàn)這些科學(xué)學(xué)習(xí)方式在深度學(xué)習(xí)水平上有差異,而不同教育活動類型與不同深度學(xué)習(xí)水平的學(xué)習(xí)方式之間存在顯著交互作用,幼兒在集體活動中進(jìn)行科學(xué)學(xué)習(xí)時傾向于淺層學(xué)習(xí),而在區(qū)域活動中進(jìn)行科學(xué)學(xué)習(xí)時傾向于深度學(xué)習(xí)。兒童的主動參與是引發(fā)兒童深度學(xué)習(xí)的關(guān)鍵變量。
This study observed the scientific learning process of 209 children aged 3—6 in collective and regional activities, and recorded the frequency of learning methods used by children in scientific learning activities. The results showed that in collective activities, children preferred to use scientific learning methods such as listening, imitating, responding, while in regional activities, children were more likely to use scientific learning methods such as exploratory operation and cooperation. Through questionnaires among kindergarten teachers, it was found that there were differences in the level of deep learning among these scientific learning methods. And we also found a significant interaction between different types of educational activities and different levels of deep learning which indicated that children's differences in methods using in collective and regional activities were influenced by the levels of deep learning. Children's active participation is a key variable in triggering children's deep learning.