摘要
本研究对H市G区两所公办幼儿园的数学区活动进行观察,随机抽取中、大班幼儿共80名为研究对象。分析所收集数据,结果表明幼儿在数学区活动中的"身体自发性"多呈平静状态,"社会自发性""认知自发性"为中等水平,"明显愉悦性""幽默感"表现低下,其中"认知自发性""明显愉悦性"均存在性别和年龄差异。幼儿在数学区活动的游戏性表现水平高于集体教学活动,但总体仍然不足,主要原因是幼儿在数学区有操作无探索,使认知自发性受限;任务难度与幼儿能力不符,使愉悦性体验受阻;教师指导作用发挥不当,影响幼儿游戏性表现水平。
This study analyzed children＇s playfulness in middle and top classes of two public kindergartens in G zone of H city. The data showed that children＇s physical spontaneity performance was calm, and social spontaneity and cognitive spontaneity were in the medium level, while manifest joy and sense of humor were low. There were gender and age differences in cognitive spontaneity and manifest joy. Children＇s playfulness in mathematical area activities was higher than that in collective teaching activities of math. No exploration, the task not conforming to the abilities of children, and the improper role of teachers had negative effects on children＇s game performance.
出处
《学前教育研究》
CSSCI
北大核心
2015年第7期35-42,共8页
Studies in Early Childhood Education
基金
浙江省哲学社会科学"十二五"规划课题"浙江省幼儿园游戏活动质量的测查研究"(批准号:14NDJC223YB)
关键词
数学区活动
游戏性表现
观察评价
mathematical area activities, playfulness, observation and assessment
