文章摘要
肖婷.幼儿职业角色体验式学习:意义、问题与策略——基于情境学习理论视角[J].陕西学前师范学院学报,2019,35(9):75-79
幼儿职业角色体验式学习:意义、问题与策略——基于情境学习理论视角
Significance, Problems and Strategies of Young Children's Learning from Vocational Experience—From the Perspective of Situational Learning Theory
投稿时间:2018-12-23  修订日期:2019-05-31
DOI:10.11995/j.issn.2095-770X.2019.09.015
中文关键词: 职业体验;情境学习理论;完整经验
英文关键词: vocational experience; theory of situational learning; full experience
基金项目:陕西省教育科学“十三五”规划2017年度课题(SGH17H207)
作者单位
肖婷 (咸阳师范学院教育科学学院,陕西咸阳712000) 
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中文摘要:
      幼儿职业角色体验是幼儿参与社会实践的有效途径,能让幼儿获得高度真实的情境学习体验,促进幼儿多方面的能力发展。但在实践活动中存在幼儿的参与性不强、教师的指导欠佳、体验场馆的情境创设不足等问题。情境学习理论的核心思想为幼儿职业体验式学习提供了坚实的理论支撑。基于情境学习理论,本文从创建幼儿学习共同体、增强教师指导策略和创建真实的场馆体验几方面提出了策略建议。
英文摘要:
      Young children's vocational experience is an effective way for them to participate in social practice, which can enable children to obtain highly authentic situational experience and promote their development in various aspects. However, there are some problems in practice, such as the lack of participation of children, the poor guidance of teachers, and the insufficient situation creation. The core of situational learning theory provides a theoretical basis for young children's learning in vocational experience. Based on the theory of situational learning, this paper puts forward some suggestions from the aspects of building a learning community for young children, enhancing teacher-guided strategies and create real situation for their experience.
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