簡介：華中師范大學碩士學位論文幼兒園創(chuàng)造教育研究姓名胡文芳申請學位級別碩士專業(yè)教育學原理指導教師涂艷國20050501⑨項士犖位論文ILASI戳’STIESISABSTRACTTRAININGCREATIVITYISTOBEGINSINCEINFANTSTAGETHEINFANTHAVELATENTENERGYOFCREATIVITYANDINFANTSTAGEISTHEKEYPERIODOFCREATIVITYDEVELOPMENTTHEDEVELOPMENTOFINFANT’SCREATIVITYHASIMPORTANTMEANINGSTOINDIVIDUAL’SOVERALLDEVELOPMENTCOLLECTINGALARGENUMBEROFDOCUMENTS，CARRYINGONINTERVIEWSANDINVESTIGATIONS，THISTEXTHASUSEDMANYKINDSOFRESEARCHAPPROACHESSYNTHETICALLYONTHISBASIS，THISTEXTHASPROBEDINTOTHEEDUCATIONOFCREATIVITYINTHEKINDERGARTENFROMTHEFOLLOWINGPARTSPARTIGIVESOUTLINEOFTHEEDUCATIONOFINFANT’SCREATIVITYTHEPAPEREXPLAINSDEFINITION、CHARACTERISTICOFINFANT’SCREATIVITYATFIRST，THENPROBESINTOTHERULEOFDEVELOPMENTOFINFANT’SCREATIVITYTENTATIVELYPOINTOUTONTHISBASISTHATINFANT’SCREATIVITYISDEVELOPEDPROGRESSIVELYWHILEONEISINTERDYNAMICWITHENVIRONMENT，ANDWHOLLYINPRACTICETHENTHEPAPERPOINTSTHATTHEEDUCATIONOFTHEINFANT’SCREATIVITYISTOHELPFULLYDISPLAYHUMAN’SCREATIONONPOTENTIALTHEMOSTIMPORTANTTASKOFTHEEDUCATIONOFTHEINFANT’SCREATIVITYISTOMAINTAINFREEDOMOFDEVELOPMENTTOKEEPVIGORANDDESIRELETTINGINFANTSKEEPCREATINGPARTIIANALYZESTHEPRESENTSITUATIONANDITSREASONOFTHEKINDERGARTENCREATIONEDUCATIONTHEARTICLEFIRSTSWITHEMPHASIZINGONINSPECTINGOURKINDERGARTENCONDITIONABOUTTHEOPINIONOFINFANT’SCREATIVITY、TEACHINGMETHODS、TEACHINGAPPRAISAL、WAYOFTHEEDUCATIONOFCREATIVITYANDSOONTHENBRIEFLYANALYSESSUCHFACTORSASCULTURALFACTORTRADITION、KINDERGARTENMANAGEMENT、SCHOOLEDITIONSYSTEMANDPRESCHOOLEDUCATIONTRADITION，WHICHINFLUENCETHEKINDERGARTENCREATIONEDUCATIONFROMINSIDEANDOUTSIDEASPECTSPARTIIIDISCUSSESEMPHATICALLYHOWTOIMPROVETHEKINDERGARTEN’SEDUCATION，MAKINGITPLAYALEADINGROLEINTHECOURSEOFINFANT’SCREATIVITYDEWOPMENTINTERMII

簡介：云南師范大學碩士學位論文幼兒園雙語教育研究基于昆明市幼兒園英語教育調查姓名孟云申請學位級別碩士專業(yè)教育學原理指導教師傅淳20060605ABSTRACTMOREANDMOREKINDERGARTENSHAVEBEENOFFERINGENGLISHCOURSE，WITHINCREASINGDEMANDOFTHEKIDSTOLEARNENGLISHASEARLYASTHEYCANINRECENTYEARS，ENGLISHEDUCATIONHASALSOENTEREDQUITEAFEWKINDERGARTENSINKUNMINGHOWEVERSUCHENGLISHEDUCATIONMEETSMANYDIFFICULTPROBLEMS，BECAUSETHEYAREINTHEPRACTICALANDRESEARCHINGCONDITIONSWHICHFEWTHEORIESCANGUIDETHEMTHENBILINGUALISANEWLANGUAGEEDUCATIVEFORILLWHICHISDI疵RENTFROMTRADITIONALONEITISVERYTHEORETICALANDPRACTICALSIGNIFICANCETHATWEPAYATTENTIONTOBOTHENGLISHEDUCATIONANDBILINGUALEDUCATIONINKINDERGARTENSOFKUNMING，WHEREYOUCANFINDTHEIRFIGURETHESTUDYISBASEDONTHERESEARCHFORENGLISHEDUCATIONINKINDERGARTENSINKUNMINGNECONTENTSINCLUDEOPENYEARS；CLASSSETTING；TEACHERS；COURSES；ANDTEACHINGMETHODSETC11LEPAPERAFTNMSTHATTHEY’VEGOTSOMEEXPERIENCESANDACHIEVEMENTSANDITALSOPOINTSOUTMANYSHORTCOMINGSANDDIFFICULTIESEGHOWTOCREATETRUEENGLISHSURROUNDINGSHOWTOIMPROVEKIDS’INTERESTTOSTUDYENGLISHHOWTOSTRENGTHENSTUDYACHIEVEMENTSAFTERCONTRASTINGTHEDIFFERENCEFROMERIGLISHEDUCATIOFITOBILINGUALEDUCATIONINKINDERGARTENS，THEPAPERHASMADESOMEAFFIRMATIVETOSUPERIORITYOFTHELATTERONEEGBILINGUALEDUCATIONCALLBUILDBETTERENGLISHENVIRONMENT，GIVEKIDSAGOODCHANCETOGETACQUISITIONTHANLEARNING，LEADL【IDSTOFINDOUTINTERESTOFENZLISHSTUDYBEINGLACKOFORIENTATIONFORBILINGUALEDUCATIONINKINDERGARTEN，THEREAREMANYIRREGULARPRACTICESRESULTINBADINFLUENCEINQUALITYANDDEVELOPMENTOFBILINGNALEDUCATIONINKINDERGARTENNOWSOBASEDONFORMERRESEARCHANDTHETHEORYOFBILINGUALEDUCATION；THEACQUISITIONLEARNINGHYPOTHESISPOSEDBYKRASHEN；THETHEORYOFLANGUAGEPERCEPTION，THISPAPERGIVCSAPILOTSTUDYABOUTKINDERGARTENBILINGUAL’SDEFINITION，TRAIT，TARGET，PRINCIPALANDSTRATEGYETCFINALLYHAVINGMADESUGGESTIONSANDMEASURESFORREFORMINGSTATUSQUOOFEN百ISHEDUCATION一7IBPUTTRUEBILINGUALEDUCATIONINKINDERGARTENWHICHWILLHELPTOCONSUMMATEANDIMPROVEENMISHEDUCATIONINKUNMING0THERCITIESANDAREASCANALSOUSEITFORREFERENCEKEYWORDSKUNMING，BILINGUALEDUCATIONINKINDERGARTEN，ENGLISHEDUCATIONINKINDERGARTEN，CREATINGLANGUAGECONDITIONSNL

簡介：西南師范大學碩士學位論文重慶市主城區(qū)幼兒園英語教育的現(xiàn)狀研究姓名張小容申請學位級別碩士專業(yè)教育學原理指導教師楊曉萍200351STUDYONTHEPRESENTSITUATIONOFENGLISHEDUCATIONINTHEKINDERGARTENSINTHEMAINCITYDISTRICTSINCHONGQINGMAJOTPRINCIPLEOFPEDAGOGYTU協(xié)RVICEPROFESSORYANGXIAOPINGSPECLALRYEARLYCHILDHOODEDUCATIONA贛鼎辭RIZHANGXISORONG2000068ABSTRACTALONGSIDE畦瓣INEREASLNGGLOBALLZATLOAANDINTEMATIONALLZATIOAOFEEOLLOMY，融齡戳EFFECTOFFOREIGTALANGUAGEHASBECOMECONSPIEUOTTS，WH3EHBECAMETHEIMPORTAMIMPACTOITECONOMICDEVELOPMEMOFEACHCOUNTRYANDTHEBASLETOOLFORINDIVIDUALSTOSURVIVEINTHEGREATCOMPETITIVESOCIETYLOWAGEIN瓣霧LLANGUAGEEDUCATIONHASBECOMEO娃GOFTHETRENDSINTHEINTERNATIO耩畦FO∞IGNLANGUAGEEDUCATIONDEVELOPMENTTOSTRENGTHENTHERESEARCH渤融GLISH棗DUEATLONIN歉KINDERGARTEN拇THEDCM刪SFORTHEEDUCATIONOFKINDERGARTENFORTHESAKEOFSOCIALDEVELOPMENT。BUTFORABNGTIMETHEINTEMATRESEARCHESINTOFAGLISH蘸媾攔畦黼攮氆EKINDERGARTEN8轉BITWEEKTHEREF趟EWITHTHEUSEOFTHEOR瓠INLANGUAGEEDUCATIONFORTHEPRESCHOOLC撻LDRENFOREIGNLANGUAGETEACHINGAND辨翠赫鞋端避娥姆THISDISSERTATIONMADEANINVESTIGATIONORTHEPRESENTSITUATIONOFF壤GTLSHEDUCATIONINSIXTEENKINDERGARTENSINTHEMAINURBANDISTRICMINCHONGQINGAIMINGTOFINDOUT餐瓣MAREP∞BLEMSINENGLISHEDUCATIONINTHEKINDERGARTENSINCHONGQINGANDTOANALYZETHEC擻堪婚OFTHESEPROBLEMSTOOURRCRTHESEPROBLEMSANDTHEIRCAUSEST撤SDISSERTATIONHASALSO。PROPOSEDSOMETENTATIVE戧燃燃端塞S攔辯TODEVELOPL添落I建EDUCATIONINTHEKINDERGARTENSINCHONGQINGTTTISDI刪ONCOR蜮STSOFSIXPARTG曬FIRSTFOURTHOFWHICHDEALWITHTHE鐨粼漱憋A罐PRACTICALSIGNIFICANEEOFENGLISHEDUCATIONINTHEKINDERGARTENTHROUGHDISCUSSINGTHEBACKGROUND，淵獬磊敞ANDTHEORETICBASISOF強。豫FIFTHPART弧ANINVESTLGADON撼融PRESENTSITUATIONOFENGLISHEDUCATIONINTHEKINDERGARTENSINTHEMAINURBANDISIRICTSINCHONGQINGBYADOPTINGSTRA蛀FIEDRANDOMSAMPLINGBYMEANSOFQUESTIONNAIRESURVEY鰱WELT馥囂INTERVIEWSURVEY，THEAUTHORMADETHEINVESTIGATION，WLAIEHINVOLVESUCHTWODIMENSIONS嬲THEATTITUDESANDPRANCE，ANDTHESUBJCOTSINCLUDEDENGLISHTCACHERS，CHILDREN，SPARENTSTHEDIRECTORSOFTHEKINDERGARTENSANDTHEEDUCATIONALRESEARCHWORKERSTHROUGHEMOYINGTHE2

簡介：西南大學碩士學位論文幼兒教師的情緒教育觀研究姓名張銳申請學位級別碩士專業(yè)學前教育學指導教師劉云艷20070501ABSTRA了RESEARCHONEMOTIONALEDUCATIONCONCEPTIONOFPRESCHOOITEACHERSPOSTGRADUATEOFPRESCHOOLEDUCATIONZHANGRUIFACULTYADVISERPROF．LIUYUNYANABSTRACTPRESCHOOLEMOTIONALEDUCATIONREFERSTOTHEEDUCATIONALACTIVITIESOFINITIALLYCULTIVATINGINFANTS’ABILITIESOFUNDERSTANDING,EXPRESSIONANDREGULATIONSELFEMOTIOM，OTHEREMOTIONSANDENVIRONMENTEMOTIONSWIMVARIOUSMETHODSANDMEASURESADOPTEDBYEDUCATORSACCORDINGTOTHEINFANTS’PHYSICALANDPSYCHOLOGICALDEVELOPMENTFEATURESANDTHEIREMOTIONALDEVELOPMENTREGULARITYINACERTAINSOCIALANDCULTURALBACKGROUND．THEEMOTIONALEDUCATIONCONCEPTIONOFPRESCHOOLTEACHERSISTHESMNOFTHETCACHERS’VIEWPOINTSRESULTINGFROMTIIEIREDUCATIONALEXPERIENCEONPROBLEMSSUCHASINFANTS’EMOTIONALFEATURESANDINFLUENCEELEMENTS，ANDTHEVALUE，THEGOAL，THECONTENT，THEIMPLEMENTATIONANDTHEEVALUATIONOFTHEEMOTIONALEDUCATI011INAKINDERGARTENANDSOON．INFANCYISANIMPORTANTPENEDOFEMOTIONDEVELOPMENT．EMOTIONALEDUCATIONHASAVERYFARREACHINGSIGNIFICANCEONINFANTS’ALLROUNDDEVELOPMENTANDEVENONTHEIRLIFELONGDEVELOPMEM．ATEACHER,∞ANIMPORTANTPERSONINTHEPROCESSOFANINFANT’SGROWTH,ISTHEPRINCIPALEXEEUTANTOFINFANTS’EMOTIONALEDUCATION,ANDHIS／HEREMOTIONALEDUCATIONCONCEPTIONISANIMPORTANTREQUISIREFOREFFECTIVECARRYINGOUTTHEEMOTIONALEDUCATIONINAKINDERGARTEN．THISSTUDYAIMSATEXPLORINGTHEINFLUENCEELEMENTSBYMAKINGRESEARCHESONEMOTIONALEDUCATIONCONEEPTIONOFPRESCHOOLTEACHERSTOPROMOTCTHEOPTIMUMOFTHEIREMOTIONALEDUCATIONCONCEPTIONANDDEVELOPMENTOFINFANTS’EMOTIONS，ANDHENCELEADSTOTHEMUTUALDEVELOPMENTOFBOTHTEACHERSANDINFANTS．11峙EMRENTRESEARCH∞CONCERNINGEMOTIONALEDUCATIONAREMAINLYRELATEDTOMIDDLEUNDPRIMARYSCHOOLSMGE．ALTHOUGHRESEARCHESONTEACHERS’EDUCATIONALCONCEPTIONSHAVEBEENINFILTRATEDINTOSOMEPARTICULARFIELDSOFINFANTS’DEVELOPMENT,YETTHEREISSOFEWSPECIALIZEDRESEARCHONEMOTIONALEDUCATIONCONCEPTIONOFPRESCHOOLTEACHERS．BASEDOLLTHERELEVANTRESEARCHES，THISSTUDYPROBESINTOEMOTIONALEDUCATIONCONCEPTIONOFTHEPRESCHOOLTEACHERS，WHOWORKINACERTAINKINDERGARTENINCHONGQINGMUNICIPALITY,ANDITSINFLUENCEELEMENTSBYMEANSOFINTERVIEW,GRADUALLYFOCALOBSERVATIONANDANNLYSISONTHEINFORMATIONABOUTEMOTIONALEDUCATION．THERESEARCHSHOWSTHATTHERE’RECONFLICTSBETWEEN口ADITIONULANDMODONLEONODEPTIOUS，EXPLICITANDIMPLICITBELIEFOFFEMOTIONALEDUCATIONCONCEPTIONOFPRESCHOOLTEACHERS，MAINLYMANIFESTINGSIMPLIFIEDCONCEPTS，MINIMIZEDVALUES，NARROWGOALS，ONESIDEDCONTENTS，UNIFORMMETHODSANDACTIVITYFORMS，ANDSTATICM

簡介：內容摘要認識人類語言發(fā)展和關鍵期是重要的是開發(fā)人類潛能培養(yǎng)提高素質人才的開始然而更重要的是要創(chuàng)造設計出一套科學、系統(tǒng)、操作性強、適應性廣的針對關鍵期的教育引導方法國內外的研究表明5歲半左右是幼兒掌握語法理解抽象詞匯以及綜合語言能力開始形成的關鍵期幼兒園時期的生活是人終身語言發(fā)展的最重要最快的時期每時、每刻、每一事物、每一活動都要關注語言的發(fā)展同時語言能力也是智力結構的最主要的基礎能力對人類的其他能力的發(fā)展起著決定性的作用于是我經過廣泛的調查、學習、研究得出了在幼兒語言發(fā)展關鍵期進行全面語言教育的結論即幼兒期要在生活的全方位中發(fā)展言語以言語的習得為本為主以學得為輔同時關注與小學語文的銜接本文便是從語言獲得和發(fā)展的角度闡述了全面進行語言教育是怎樣發(fā)展幼兒語言的他們的語言學習和發(fā)展包括那些方面

簡介：2006屆研究生碩士學位論文Y83S137學校代碼10269學號YS03221005攀憩滯籀炙擎4～5歲中班幼兒分類教育的研究?基于生態(tài)觀、建構觀的教育槐慮院系專業(yè)研究方向指導教師碩士生學前教育與特殊教育學院鱟煎墊煎兆童發(fā)展與學前教育李季湄教授塑遴堡2006年5月完成ABSTRAC耄CLASS讖CATION，W圭LICHISDE蠡NEDASGROUPINGSOMETH主NG協(xié)ATHASCOMMONATTRIBUTEORCHARACTERISTICINTOONOCATEGORY，ISACERTAINMETHODWHICHPEOPLEUSET0ORGANIZEANDDEVELOP墩EKNOWLEDGE矬11DEXP瓤ENCE．THECLASSI彝C婦ONABLILITIESCA壬LHELP也EC毯LDRENWHOINITIALLYKNOW像EW甜掰T。南MLA矬DEONSOLID氍EE。NEEPTBET￡ERAI話TOP黼’O托疆ECHILDREN’SCOGNITIONDEVELOPMENT．CIASSMCATIONISTHEIMPORTANTCONTENTOFKINDERG甜FENCURRICULUMS．HOWEVER，INTHESIGHTOFDOCUMENTALSUNLM撕ZEANDⅡLESTUDYOFPFES撼{SI婦蠢ON，T辯SE豁E量L懿D；NS枉U。鼉主。NOFCLASSI囊E鑫疰。齄EXS圭SSO攢EP∞BLE壬玨S，JUSTASDEVIATING療OM如ECHILDREN’SEXPERIENCEANDNEGLECTINGTHECONTEXTOFCHILDWN‘S】EAMING．THESTUDYA饑EMPTSTOPROBETHESOLU厶ONOFTHESEPROBLEMS抒DMTHEPEFSPEETIVEOFECOLO垂CALANDEONS黝ETIVOEDUC鰣ON矗L∞NCEPT．T11ESTUDYCLOSE氆ECHILDRENOF4TO5YEARSOLD30INA11A聃DT量LE打TEACHERSINTHEMIDDLECLASSINACERTAINKINDERGA_NENINSHANGHAIA_STHEMAINSTUDYSUBJECTS，ANDPERFOMLTHEPROCESSOFSTUDYINTLLEWAYOFCOMBINING也EQUALITYANDQUANT姆．IT跫SEA臻H磁瓤。氆OE魏C蕊。髓LPFESE撼S主拋A矗。玨鑫致DANALYZE區(qū)溉摶AS∞硅掛OU醢氌OQUESTIONNAIRES，INVESTIGATIONS，INTERVIEWS，EDUCATIONALEXPERIMENTS，EDUCATIONALCASES，ETC．UNDERTHEINSTRUCTIONOFT}LEPERSPECTIVEOFECOLOGICALANDCONSTRUCTIVEEDUCATINAL∞NEEPT，TLLESTUDY矗IESTOEXPLOREMEPEINE嫩INS扛UC垃ONS瓴置TEGIES，F(xiàn)量NALLY．ITEXAMINODTHEVALIDITYOF鉑ERESEARCHBY像EEDUEA畦。堇LALEXPERIMENTSONCEAGAINKEYWORDCHILDRENCLASSINCATION如ILITIESINSTMCTIONECOLOGICALPERSPECTIVECONSTRUCTIVEPERSPECTIVE

簡介：學校代碼』Q2盟分類號讎Y888395研究生學號；羔壘蠅麴數(shù)煦密級；玉東夠嶧落埔碩士學位論文幼兒園教育活動后教朔L反思的價1鼉與內容研究THEL屯SEARCHONTHEV疊L恥EANDCONTEXTOFT昀CHER’S№NECTION，A矗ER譙EEDHLCATI0凇LAET馘母IHTHEL‘INDERG盎NEN作者來小勞指導教師姚偉教授學科專韭學前教育學研究方向學葡教育基本理論學位類型學蕢硪士東北師范大學學位評定委員會2006年5月ABSTL鼉CTTHE1HEORYOFTE粼H盯’8REFLECTIONHI璐BEENBOOSTINGRECENTYEA璐，BECAU辯I_￡S、蕊LLEBASBE黼CONCA篁站蠢矗撼慨穰S畦蜮SISBASEDO拄TLJAEHE堇’SL蟹蠡ED童。藏翻婦豳刪蛐弧齔妣D錙蝴婦嬲∞騏EOFC讎№堍THE械ESANDPRACT妣。M嫩LLSETHEM幽ODS飄濁勰№、OB∞船廿ON鋤D∞OMTLLISMOSISISN捌瞰YA_BOUTTHE、砌ILEA腑COIITE】TOF搬毗愀’S刪觚ON赫赫婦疆。璉畦蝴瓤婦洳融譬戤協(xié)娃。歉融娃描鑫I酶鐮E巍纛磚娃。眭OF拄囂幽，S斕麟鼴舔E婦。鹵麟強A|A醴曲遮也E酗LNDE理RA蜘，A娃D也ENI毫￡ESEAR茹H也EE0】越∞【T銣1DTHE、鋤L蟛OF衄瓢婦，SRENEC吐ONAFT髓1HE洳ATIONALACTIV時H出EHND科馨U『BENMTHEENDIT弘鐘I＆SNGGE鯔。瓣鬈鼉。毒E蜘瓤P撇瞳∞麓持囪E蠛SIS描矗I霉晦CL懿搭ISLOF重B灌刊群括KPARTOLLETBP毗如“蝴RD也EQ餓STIA啦J如伽GHANALYZINGTHEB∽K乒㈨D蛆DMEMATUSOFTHEPRE∞HOOLODLL∞TIONNOWADAYS，ME越曲ORPOINTMLT齜麟ESS姆婦挑蝴婦，翻玨鼬＆SI舜＆嗽OF位RE麟鯫氆E糊蔽YZ主玨GOF穗E群寄BLE霸髂OFTE黼致娌S揩蠡蕊強遜氌E甄攙良強簿F繾鼠INPARTTWOTOBEGMW濁娃拉DE鼬TIONOF蛐’S∞舭幽ON，M跏‰RPILCF0科噼ARD協(xié)EDE矗枷ONOFL黝ICHER’S粥髓錢嘣ONAFBCR硝UC樣60NA置瓤斌嘶INTHE姍A謦羽僦，A匿遽TH懿SLILRT蠹囅氌EDE矗赫NT斑甜璉HOF醞畦AL【ETLLEV鑫重LLEOF嬲EC娃。毪T辯蠡棲瓣AC蛀證蛀ES趲D瓴盈CB霉檔INP薯IRTTHFEE妞MISCL捕PTER’HE戳MLOR國MHEDE僦LCONTEXTOFTEACHERSIE蠡EC垃ONA觸FE娃TLC顫咖LALAC晰姆INME蚰試峨蓼L礎M融缸LEIR甌1‰AU協(xié)ORDECLA糟THEB黼IS，P血CIPLEANDSOR吐NGST粼H婦RDSOFTEACHER奄RCFLEG畦ON；T融L盤。淼譙ESE羹瓣撤建H甜。翎囂秘∞毒T醣CO腳L群CE蜀毽CMOFTE翱融’S臻垂LEC耋主。玨鑫|￡鯉刪ON8L赫V渺遮齜蜘婦GAR觚MPAN協(xié)瞳孫∞IVEⅡ措PRDBLEMS?、驍侾M躐CE0FTEACHC如刪ECTION，THE鋤MLORPUTFORWARD∞韻∽SU喀GESD∞SONHOWTORE髓ECTINTHEPL刪眈XEY骶姆S毒E婦S湖EC畦瀨；讕糖秘娥ECLI撼；∞嫩∞曛OF攤踟堿雌；1HEEDL翮嫩咖IALA舐訪鑼IN1HE垴棚ERGA拍ENⅡ

簡介：湖南師范大學碩士學位論文幼兒師范學校綠色化學教育研究姓名鄧鳳艷申請學位級別碩士專業(yè)教育指導教師趙偉良肖小明20040501ABSTRACTBASEDONMOREAILDMORESURROUNDINGSANDENVIR01LIILENTALCHEMIS打YPOLLUTION，GREENCHEMISTRYISADVAILCED打EENCLLINISTRY廿IESTOPREVENTMEPOILUTION療OMITSBEGINNING，TOECONOMIZERESOURCESITCOVERSAILTHERANGEOFCHEILLIST叮GENERATIONAFTERGENERATION，MANYPEOPLEWHOHAVEGREENAWARENESSAILDMASTER酉EENLⅡLOWIEDGE柚DTECHNOIOGYARENEEDEDINORDERTOACHIEVETHEAIMOF口EENCHEMISTRYPEOPLEWITHGREENAWARENESSAREINNEEDOF乒EENEDUCATION_ASAPANOFNORMALEDUCATION，NORMALEDUCATIONFORKINDERGARTENSISTHECRADLEOFEDUCATINGNURSEWTEACHERSIF盯EENCHEMISTRYEDUCATIONISCARRIEDOUTINNOMALSHOOLFORTRAININGKINDE唱ARTENS’TEACHERS，ITCANHELPNURSERYTEACHERSFBM鏟EENAWARENESSDIRECTIYINTLLISDISERATION，ATFIRSTT11EWRITERINTRODUCESⅡ1EBINHANDULEMEANINGSOFGREENCHEMIS時INDOMESTICANDFOREIGNCOUNTRIES，山EURGENCEAILDNECESSITYOFHAVING盯EENCHEMISTRYEDUCATIONACCORDINGTOMESITUATIONSOFPRESENTCHEMISTRYEDUCATIONINNOMALSHOOLFORTRAININGKIILDERGANENS’TEACHERSTHENMEWRITERFOCUSESHOWTOEMBODY伊EENCHEMISTRYKNOWLEDGEINMECOURSEOFCLASSROOM把ACHINHOWTORENECT目EENCHEMISTRYAWARENESSDURINGCHEMISTRYEXPERIMENTSAILDHOWTODEVELOPGREENCHEMISTRYPROJECTSINTILEEXTRACURRICUIARACTIVI“ESATLASTTHEW“TERPROPOSESSOMECONSTMCTIVEADVICEON伊EENII

簡介：華中師范大學碩士學位論文蒙臺梭利的“兒童之家“幼兒教育實驗研究姓名田景正申請學位級別碩士專業(yè)教育史指導教師楊漢麟19990501蒙臺梭利的“兒童之家”幼兒教育實驗研究蒙臺梭利MARIAMONTESSORI，1870～1952是西方教育史上繼福祿倍爾之后的一位杰出的幼兒教育家。福祿倍爾FRIEDRICHFROEBEL，I782～1852于1837年在德國布蘭肯售創(chuàng)辦了世界第一所“幼兒匿”KINDERGARTEN，創(chuàng)立了幼兒園教育體系。70年以后，蒙臺梭利在意大利羅馬貧民區(qū)創(chuàng)辦丁4兒童之家”CASADEIBAMBINI，并以此作為實驗基地，驗證了原有的一些思想，嘗試了一些新思路，從而形成了有別于福氏的獨特的幼兒教育理論和方法以顯赫成果躋身子歐洲新教育運動主將之列。本文擬追溯兒童之家實驗過程，并力圖在此基礎上弄清兒童之家實驗在蒙臺梭利教育思想體系形成中的作用和地位，以期從中得到對于我國科學教育學建設的有益啟示。一、兒童之家創(chuàng)辦的背景及由來19世紀末～20世紀初意大利的社會殛教育狀況19世紀末期的意大利，在結束幾個世紀的分裂和外國統(tǒng)治之后，經濟發(fā)展十分緩慢，到20世紀初，仍然是歐洲相當落后的國家。人口中的大多數(shù)是文盲，在一些大城市中，大量無業(yè)或失業(yè)貧民流落街頭，生活極為悲慘。在羅馬，市政當局為了保持古羅馬文明的風貌，把赤貧者趕到市郊建立的貧民區(qū)。他們被迫住在年久失修、破爛不堪、長期無人居住的危險建筑內。至于這里的兒童，則吃得極差，身體虛弱，困父母忙于生計而缺少必要的關懷，故根本談不上得到什么發(fā)展。對此蒙臺梭利描寫道“他們是眼淚汪汪，受到驚嚇的孩子他們羞怯到無法開口說話的地步他們的瞳毫無表情，跟睛流露出困惑，好像他們在生活中從來沒有碰到什么事精他們墑確實實是可I睪巴巴沒有任何激勵他們心靈的事情，注有關懷不用1羲個醫(yī)生，就可以看出他們迫切需要食桕，戶外生活和陽光。”①至于當時在學校占統(tǒng)治地位的則是傳統(tǒng)教育思想和教育方法。夸美紐斯曾說未受過良好學前教育的兒童進人學校無異于小牛奔往市場或羊群聞入牛群一樣。赫爾巴特認為兒童本性好動而不守規(guī)矩，他們生來就有一種“盲目沖動的種子”、“處處驅使他的不馴服的烈性”，。如果不堅強而溫和地抓住管理的緩繩，任何功課的教學都是不可能的?！庇捎趥鹘y(tǒng)教育思想的影響，管理學生就成了教師們的入門功夫。他們對如何“約柬”、“限制”、“訓誡”甚至懲罰學生往往運用諳熟，得心應手，根本不去考慮尊重學生的人格和他們應有的地位。學校教學以教師口授，學生機械誦憶為主要形式，學生缺乏操作和動手的機會。米歇爾波拉德在蒙臺梭刺傳中財當時情況進行了如下描述“當時在意大制，在世界上任何一個目末學校是孩子們受訓蛛，而不是受教育的場所上課就是記住一些事精，跟著教師雞鹋學舌般背誦。學得不夠快的學生常常目為‘懶惰’而族謄囂莓逮羞摯髓窖霹巍箍妻發(fā)糕昔昔勰，青囂顰岔囂鬻第3頁張庭缺主編一西方資產階緞數(shù)育論著選人民教育出版社1如4軍第258頁。L

簡介：華東師范大學碩士學位論文上海市03歲嬰幼兒早期教育指導體系中的家長教育姓名程潔申請學位級別碩士專業(yè)學前教育學指導教師華愛華20050501性。論文具體描述了上海市早期教育指導體系中早教指導中心和親子指導站的發(fā)展現(xiàn)狀，指出，早教指導中心盡管功能定位在“面向家長”，但是實際工作的著力點仍然在“面向孩子”；親子活動中的早期教育指導工作，是以“早期教育的附加服務”的形式開展。在上海市早期教育指導體系中，早教指導中心的指導思想、功能定位、著力點、運行模式等方面，親子指導站的經驗、硬件、課程、師資等方面，都存在開展家長教育的有利條件和優(yōu)勢、可能性。但是由于早期教育指導沒有在體系中處于主要位置，所以目前在早教指導體系中，仍然沒有開展家長教育。論文通過對現(xiàn)狀的分析，提出了在上海市早期教育指導體系中開展家長教育的建議I轉變觀念，基于平等理解“面向家長”，基于和諧理解“家長教育”；2分流公立、私立早教機構的指導對象，對弱勢群體中的家長予以政策傾斜，提供適合其需求的指導、服務、支持；3依托大學，拓展基礎研究，開發(fā)相關課程；4發(fā)動社會人力資源，壯大“志愿者”隊伍。關鍵詞嬰幼兒家長教育早期教育指導

簡介：湖南師范大學碩士學位論文幼兒園言語教育整體構想姓名陳璐申請學位級別碩士專業(yè)課程與教學論指導教師程大琥20020301ABSTRACTPAROLEDUCATIONWHICHLIESINTHEBASALPERIODOFLANGUAGEANDLECTUREEDUCATIONINSCHOOL，ISANORGANICCOMPONENTOFTHEEDUCATIONOFLANGUAGEANDLECTURESUBJECT，ANDLAYSTHECORNERSTONEOFLIFETODEVELOPMANPOWERINHARMONY，WECONFIRMTHEOBJECTOFPAROLEDUCATIONINKINDERGARTENTHEOBJECTOFSOLIDSTATESTRENGTHDEVELOPMENTSHOULDMAKETHEPHYSIOLOGICALQUALITYTHEKNOWLEDGERESERVEANDTHECULTIVATIONACCUMULATIONDEVELOPUNITEDLY；THEOBJECTOFACTIVESTRENGTHDEVELOPMENTINCLUDESTHEDEVELOPMENTOFPHYSICALSTRENGTH，INTELLECTANDMENTALSTRENGTHOFCHILDREN；BASEDONTHESOLIDSTATESTRENGTHANDACTIVESTRENGTH，WESHOULDDEVELOPTILEPAROLCREATIVEPOWEROFCHILDRENACCORDINGTOTHERATIONALITY，THEVALIDITYOFTHECONTENTOFCHILDREN’SPAROLSTUDYANDTHECORRELATIONWITHTHEOBJECT，WEDIVIDETHECONTENTOFPAROLEDUCATIONINTOSUCHTHREEFUNDAMENTALPARTSASTHEACCUMULATIONOFPRONUNCIATIONANDVOCABULARY，THEDRILLINGOFLISTENINGANDSPEAKING，THETRAININGOFREADINGANDWRITINGTHEMAININFORMATIONTHATCHILDRENABSORBANDSTUDYINPAROIEDUCATIONISPAROLMATERIALACCORDINGTOTHEOBJECTOFPAROLEDUCATION，THECONTENTANDTHEGROWINGSPECIALFEATUREOFCHILDREN，THEMATERIALOFPAROLEDUCATIONCANBESEPARATEDINTOTWOSORTS0LIEISTHESPECIALMATERIALOFPAROLEDUCATION，THEOTHERISTHEINFILTRATIVEREDACTINGTHESPECIALMATERIAL，WESHOULDHAVEREGARDFORTHEPOETICALLOGICOFCHILDRENINORDERTOFINDANDMAKEFULLUSEOFTHEPAROLEDUCATIONOPPORTUNITIESIN2

簡介：東北師范大學碩士學位論文幼兒教師教育機智的現(xiàn)象學研究姓名岳天驕申請學位級別碩士專業(yè)學前教育指導教師陳蓉暉20090601ABSTRACTWITHTHECONTINUOUSPROFESSIONALDEVELOPMENTOFTEACHERSINDEPTH，ITISINCREASINGLYRECOGNIZEDTHATTHEPROFESSIONALQUALITYOFTEACHERSISTODECIDEWHETHERORNOTEDUCATIONISTHEKEYTOSUCCESS，TEACHERSSHOULDHAVEPROFESSIONALQUALITYWHICHHASBECOMETHEFIELDOFEDUCATIONTHEFOCALPOINTOFCONCERNBUTPEOPLEALSEALISETHATPROFOUNDPHILOSOPHYOFEDUCATION，ADVANCEDCURRICULUMIDEASANDSCIENTIFICTEACHINGMETHODSCANNOTAFFORDASOLUTIONTOTHEIMMEDIATEPROBLEMSINEDUCATIONDIFFERENTTIMEANDSPACE，DIFFERENTTEACHERSANDSTUDENTSCAUSETHECOURSESTOBEVARIOUSANDCHANGEABLEESPECIALLYFOROURKINDERGARTENTEACHERS，THEYHAVETOFACEMORECOMPLICATEDANDEVERCHANGINGEDUCATIONALCONTEXT，BECAUSEPRESCHOOLEDUCATIONATTHEINITIALSTAGEOFBASICEDUCATION，THECURRICULUMDOESNOTHAVEAUNIFIEDSETOFREGULATIONSANDSTANDARDSANDTHEPECULIARITYOFCHILDREN’SPHYSICALANDMENTALDEVELOPMENT趟LOFTHISREQUIRESAREALTIMETEACHERSANABILITYTESOLVETHEISSUEOFEDUCATION，THATISPEDAGOGICALTACTIREADAGREATDEALOFRELEVANTLITERATUREANDSUMMEDUPTHERESEARCHFROMOURCOUNTRYANDOTHERSTHATINCLUDSTHEREASERCHESOFTHEDEFINITION，THECHARACTERISTICS，THEINFLUENCINGFACTORSANDTHETRAININGSTRATEGYLEARNINGFROMTHEIRPREDECESSORSINTHEKNOWLEDGEANDEXPERIENCE，IGIVEPEDAGOGICALTACTADEFINITIONTHATISTHEABILITYTHATC柚TAKEANIMMEDIATEANDMEANINGFULSTEPSASHEORSHEINAEDUCACTIONALEMERGENCYTHISSTUDYUSEDTHEPHENOMENOLOGICALTHEORYANDRESEARCHMETHODSOFPHENOMENOLOGYPHENOMENOLOGICALMETHODSCARRIEDTHEIDEASOFPHENOMENOLOGYTHAT”BACKTOTHINGSTHEMSELVES”AND”LIFEWORLD”THESTUDYFOCUSEDONTHESUBJECTIVEEXPERIENCE，VALUETHERESEARCHERS’INTUITIVEANALYSISTHERESEARCHERINTERVIEWEDTHREEKINDERGARTENTEACHERSANDCARRIEDOUTAOBSERVATIONTOTHEREALSITUATIONSOFTHEIRWORKCOLLECTEDDATAINTHEPROCESS，RESEARCHERSHAVEBEENSUSPENDEDKNOWLEDGEANDEXPERIENCEASMUCHASPOSSIBLEWHENFACETOTHETEXT，THROUGHMETICULOUSDESCRIPTION，THERESEARCHERREFINEDTHETHEMETHECONTRADICTCONCEPTSOFEDUCATION，ANDIMPLICITSKILLSOFEDUCATION，TEACHERKNOWLEDGE，ANDTEACHERS’EMOTION，ALLOFTHEMHAVEIMPACTONTEACHERSACTINTHEINSTANTCASEFINALLYTHERESEARCHERTRIEDTOSUMUPTHECHARACTERISTICSOFTEACHERS’PEDAGOGICALTACTONTHEBASISOFTHISMATERIALINEARLYCHILDHOODEDUCATIONTEACHERSANDTHEINFLUENCINGFACTORS，THENPUTFORWARDSUGGESTIONSKEYWORDSKINDERGARTENTEACHERS；PEDAGOGICALTACT；PHENOMENOLOGYⅡ

簡介：傾聽是教師與兒童互動的過程，是教師在認真聽取兒童的各種觀點、想法后，經過加工、整理、分析，以恰當?shù)姆绞椒答伣o兒童的過程，是對話與交流的過程。教育始于傾聽，教育過程就是師幼通過說與聽去思去悟，實現(xiàn)彼此精神的相遇與相通，促進相互理解與認同，并在這個過程中凸顯人的主體價值，弘揚人的真、善、美，最終共同獲得生命意義的過程。本文主要采用觀察法，通過研究者深入幼兒園對4名教師和56名兒童的現(xiàn)場觀察，結合有關文獻資料、相關理論研究，在闡釋幼兒教師傾聽內涵的基礎上，進一步分析了幼兒教師傾聽的價值與特點，并為幼兒教師成為一個真誠的傾聽者提出了建議。本研究共由四部分組成第一部分綜述了關于教師傾聽的研究，分析了幼兒園教育活動中教師在傾聽的過程中存在的問題，包括虛假傾聽、錯聽、有選擇地傾聽，并闡明了自己的研究方法。第二部分在闡釋幼兒教師傾聽內涵的基礎上，分析了幼兒教師傾聽的價值。幼兒教師傾聽有助于教師全面地了解兒童，有效地進行針對性的教育；有助于教師建立良好的師幼關系，促進師幼共同成長；有助于實現(xiàn)教師與兒童的主體價值；有助于教師的專業(yè)發(fā)展。第三部分分析了幼兒教師傾聽的特點。幼兒教師傾聽具有教育性、理解性和反饋性、主動性和開放性的特點。第四部分提出了幼兒教師成為一個真誠的傾聽者的建議。主要包括構建教育過程中的主體間性，建立良好的師幼關系；掌握傾聽的技巧；構建傾聽共同體。

簡介：天津師范大學教育科學學院雪文夫論高位節(jié)芋坪學事上躥士天碩目錄中文摘要英文摘要一、緒論一一一1一實施嬰幼兒家庭教育指導的必要性一二選題的確定和研究目的及意義一一一一一一一一5三研究方法一一～一一二、構建。三位一體一嬰幼兒家庭教育指導模式的現(xiàn)實與理論基礎分析一一一一一8一一嬰幼JL家庭教育指導研究的現(xiàn)狀一一一一一一8二構建‘‘嬰幼兒家庭教育三位一體指導模式”的現(xiàn)實基礎一一10三構建“嬰幼兒家庭教育三位一體指導模式”的理論基礎一一一13三、搿三位一體刀家教指導模式的要素分析一167指導思想一一一一一一一一一一一16二目標平口內容一一一一一一一一一一一一一一一17三操作原貝0一一一一一一一一一一一一18四指導形式與方法一一一一一四、結論研究結果一一一二研究中存在的問題一22三研究展望一一一一一一一一一一一一一一一23五、結語一一一24注釋一一24參考文獻一一一一

簡介：湖南師范大學碩士學位論文腦癱嬰幼兒教育策略的研究姓名王潔申請學位級別碩士專業(yè)學前教育學指導教師歐新明20090501ABSTRACTINFANTCEREBRALINJURYREFERSTOTHENONINGRAVESCENTSYDROMEOFBRAININJURYBEFOREORDURINGTHEDELIVERY，AFTERBIRTH，ANDINEARLYCHIIDHOOD，BYDIFFERENTFACTORSTHEREAREFOURTYPESOFSYMPTOMS，IE，CEREBRALPALSY，MENTALRETARDATION，EPILEPSY，ABNORMALBEHAVIORITISTHERISKFACTORTHATTHREATENSTHEPRESCHOOLCHILDREN’SHEALTHANDTHEIRNORMAL1IFEINTHATALOTOFBRAININJURYINCHILDRENWIIIBELEFTBEHINDSERIOUSMULTIPLEDISABILITIESIFTIMELYTREATMENTANDEDUCATIONISNOTGIVENTOTHESUFFERERSINCHINA，DUETOTHELACKOFMEDICALCOMMONSENSE，PEOPLECANNOTEFFECTIVELYPREVENTANDDETECTBRAININJURY，WHICHFUELTHEDIFFICULTYTOTHEPREVENTIONANDTREATMENTOFTHEDISEASETHEPURPOSEOFTHISSTUDYISTOINVESTIGATETHEINCIDENCEOFBRAININJURYANDRISKFACTORSININFANTSTHREEMETHODSAREEMPLOYEDINTHEPAPER1ITERATUREREVIEWANDSUBJECTINTERVIEWINGANDCASESTUDYBASEDONTHETHEORIESOFSOCIOLOGY，PSYCHOLOGY，PEDAGOGY，THEPAPERFOCUSESONTHEPREVENTIONOFBRAININJURYANDTHESTRATEGIESOFTHEEDUCATIONTOBRAINDAMAGECHIIDRENTHEAIMISTOENHANCETHEAWARENESSOFINFANTBRAININJURY，THEREBYREDUCLNGTHELNCIDENCEOFBRAINLN3URYANDL一●‘●一‘一‘’●HELPINGTHEBRAININJURYCHILDRENDEVELOPNORMALLYTHERESULTSOFTHESTUDYARESHOWNASFOLLOWSFIRSTLY，THEGENETICBACKGROUND，THEHEALTHCONDITIONOFPREGNANTWOMEN，ABNORMALFOETUSANDATTACHMENT，ASPHYXIAATBIRTH，PREMATUREBIRTH，EXCESSAMOUNTOFBILEANDCRANIOCEREBRALTRAUMAARETHEDIRECTFACTORSWHILETHELACKU