從兒童視角審視幼兒園班級(jí)區(qū)域環(huán)境——馬賽克方法的實(shí)踐.pdf

1、 學(xué)校代碼：10270 分類號(hào)： 學(xué)號(hào)：162502536 碩士專業(yè)學(xué)位論文 從兒童視角審視幼兒園班級(jí)區(qū)域環(huán)境——馬賽克方法的實(shí)踐 學(xué) 院： 教 育 學(xué) 院 專業(yè)學(xué)位類別： 教 育 碩 士 專 業(yè) 領(lǐng) 域： 學(xué) 前 教 育 研 究 生 姓 名： 段

2、蘭 蘭 指 導(dǎo) 教 師： 方 鈞 君 完 成 日 期： 2 0 1 8 年 3 月 Abstract Shanghai Normal University Master of Philosophy II Abstract Abstract The kindergarte

3、n area environment, as an important educational resource, affects the quality of regional activities. Since the 1980s, studying children's issues from the perspective of children has become a new research orientation

4、. In the area of creating kindergarten environments, research on the perspective of children has emerged, but there is still a lack of thorough and systematic understanding of the regional environment in the perspective

5、of children. In this study, a mosaic method was used to comprehensively observe, interview, and use participatory tools. It investigated 20 kindergarten children in a public kindergarten in Shanghai to the class area env

6、ironment (artistic area, music area, language area, science area, mathematic area, construction area，the puzzle area), using the Nvivo11 qualitative analysis software to code the children's viewpoints. The elements m

7、entioned by young children in the regional environment include: materials, teachers, space, peer interaction, “I”, and existing experiences. Through the analysis of the children’s perspective, the structural attributes,

8、difficulty, novelty, situationality, richness, lack, explorability, and color of the regional materials influence the children’s perception of the environment; the teachers in the regional environment limit the children’

9、s perception of the environment. Regional environment exploration; children in the regional environment long for “I”; “good friends” in the regional environment have an important position in the minds of children; young

10、children have their own ideas about the layout of space in the regional environment. Based on this, it proposes the creation of child-friendly class-level regional activities, which are: 1. Suitable for placing materials