2021年幼儿园大班组教研专题.pdf

让大班科探区灵动有趣随着我们大班组对科探区有益有趣的深入研究，大班幼儿：爱学、好问，有极强的求知欲望，好奇好问好探索是幼儿的年龄特点。探究既是幼儿学习科学的目标，也是幼儿科学学习的途径。激发探究兴趣，体验探究过程，发展初步的探究能力是幼儿科学学习的核心所在。3-6岁儿童学习与发展指南提示我们：探索性活动区对幼儿来说是充满好奇、挑战、疑问、尝试、发现的，它让幼儿有更多机会与环境互动，通过环境的创设来引发幼儿的探索行为，让幼儿在不断的动手操作、常识错误中构建自己的经验，进行自主学习，充实自己的认知结构。科探区是个别化小组学习内容中不可缺少的区域，我们大班组啦送你从科探区活动着手，让幼儿有更多的机会自由选择、自主操作、自己决定玩什么？怎么玩？刚开始，我们创设科探区存在的问题和困惑，主要集中在：1、材料投放的高结构化现象较多2、个别化科探区的内容较单一3、缺乏幼儿的介入指导和推进的方法策略。本学期，我们从先行者实践智囊团完善进班实施现场观摩反思调整案例撰写总结经验的模式进行教研修一体。一、科探区活动创设的思考路径行前思怎样创设一个有益有趣的科探区？老师们在反复的实践中，讨论出一些普遍性的规律：精品w o r d 学习资料 可编辑资料-精心整理-欢迎下载-第 1 页，共 5 页一、对问题情境的思考：问题情境的创设让幼儿学会了提出问题、分析问题、指南中指出：教师要通过提问等方式引导幼儿思考并对事物进行观察。在科学探索活动中，教师的提问艺术和技巧是启发幼儿观察、思考，引导幼儿积极探索的重要保证，能知道幼儿将自己的探索发现与已有的经验进行比较、分析概括、形成新的科学经验。1、优选问题问题情境的创设关键在与教师的提问能够适时、适切、适当的出现在幼儿不同的探究阶段，因此，筛选、甄别有个关键问题尤为重要。任务式问题情境（直接指向终极目标），又如：案例古隆冬中，问题情境是：想办法让货柜中的饮料瓶到达出货口。幼儿根据这个任务式的问题情景运用多种材料，让饮料通过物体的滚动以及撞击下，滚落到出货口。精品w o r d 学习资料 可编辑资料-精心整理-欢迎下载-第 2 页，共 5 页文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 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ZZ4U8V10N8R4又如：“小鸡小鸭”中，关键问题是：你能帮小鸭救出小鸡吗？阶梯式问题情境（递进呈现）是指一个科探区内容下，在不同的探究阶段中，有不同的问题情境来推进幼儿探究的持续性和深度和广度。阶梯式问题情境要注意两个关键点：问题的开放性、发散性与情境的层次性。阶梯式的问题情景入手较为容易，坡度适中，排列有序，紧紧围绕幼儿的最近发展区来设计有层次结构的开放问题。让幼儿在解决问题过程中激发其想象与创造能力，获得成功感。如案例：“小船悠悠”中，教师的关键提问：想办法让你的小船开动起来，幼儿通过不同的方法让小船开动。问题情境一：你能让小船到达对岸吗？故事情境讲科学历史或故事与科学知识进行有效的整合，从而激发幼儿对科学的兴趣，在科学内容创设中教师可以巧妙里用这些故事素材搭建支架，抓住幼儿具有强烈好奇心的心理特点，最终实现对新知识的有益建构。如：案例攻城，教师运用三国中的故事片断，引发幼儿想办法将自己自制的“投石器”运用各种物理原理和已有经验，将“投石器”打到城墙上的某个目标。2、多样呈现问题情境地创设包括：图文并茂、真实场景、思维导图等方式。不同的方式作用于不同的内容和形式。问题情境二：在不接触船体的情况下，你能让小船开得更快吗？问题情境三：怎样的帆能让小船开得更快？精品w o r d 学习资料 可编辑资料-精心整理-欢迎下载-第 3 页，共 5 页文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 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HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4图文并茂式：运用图加文的方式，将问题通过一目了然的环境来暗示幼儿探究的问题是哪些。给予幼儿一定的目的性。场景再现式：教师运用一段视频、照片等影像资料，通过连续活动的画面，不断引发幼儿探究的态度、感情，这个过程就是情景再现。接近生活的真实的有挑战的任务整合了多重的内容或技能，它们有助于幼儿用真实的方式来应用所学的知识，同时也有助于幼儿感知所学知识的相关性。案例“有趣的多米诺骨牌”中，教师通过真实的多米诺视频引发幼儿对多米诺股拍的兴趣，以及在操作中体验多米诺骨牌里的传递，以及难点：上坡或者下坡时的关键问题。思维导图式：在这里是教师以中心主题词为核心，用关键词或者关键问题的方式展开分支，加上图画的辅助，充分体现放射性探究的方式，以此表达并展现幼儿探究的轨迹。以“有趣的桥”为例：在以“桥”为中心主题词的思维导图中，教师们根据幼儿探索的阶段，将当幼儿探究到活动“桥的承重”“桥的形状”“”，孩子们围绕这个关键词所发现的是：桥的承重与桥墩的数量、桥面的形状厚度以及承重物摆放的位置。老师将符合幼儿学习特点，可以用于进一步推进幼儿探索的关键词或者问题进行标识，并将探索后的归纳小结，梳理出来的的结论用幼儿能够接受的方式展现给大家，这也是一种新的大胆地尝试。二、对材料投放和观察跟进的思考众所周知：提供丰富的可操作材料，让每个幼儿都能运用感官、多种方式进行探索。大班孩子特别喜欢动手操作，教师要帮助幼儿创设能产生探索行为的环境，及时提供丰富的、操作性强的、符合幼儿探索需要的材料，支持和引发幼儿积极主动地与材料相互作用。精品w o r d 学习资料 可编辑资料-精心整理-欢迎下载-第 4 页，共 5 页文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 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HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4关键词：材料的投放应具有引导性、主动性、生活化、层次性、低结构性不足与思考：1、鉴于教师们对于内容的思考较为细化，对于材料的科学性和投放还需要进一步研究。2、在实施大班科探区的过程中，还是需要教师运用专业的理论来支撑，提升我们的专业素养。精品w o r d 学习资料 可编辑资料-精心整理-欢迎下载-第 5 页，共 5 页文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 HR7V5J3R2L10 ZZ4U8V10N8R4文档编码:CT5B8J5S1K4 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