簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文幼兒園創(chuàng)造教育研究姓名胡文芳申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師涂艷國(guó)20050501⑨項(xiàng)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

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簡(jiǎn)介：內(nèi)容摘要認(rèn)識(shí)人類語(yǔ)言發(fā)展和關(guān)鍵期是重要的是開發(fā)人類潛能培養(yǎng)提高素質(zhì)人才的開始然而更重要的是要?jiǎng)?chuàng)造設(shè)計(jì)出一套科學(xué)、系統(tǒng)、操作性強(qiáng)、適應(yīng)性廣的針對(duì)關(guān)鍵期的教育引導(dǎo)方法國(guó)內(nèi)外的研究表明5歲半左右是幼兒掌握語(yǔ)法理解抽象詞匯以及綜合語(yǔ)言能力開始形成的關(guān)鍵期幼兒園時(shí)期的生活是人終身語(yǔ)言發(fā)展的最重要最快的時(shí)期每時(shí)、每刻、每一事物、每一活動(dòng)都要關(guān)注語(yǔ)言的發(fā)展同時(shí)語(yǔ)言能力也是智力結(jié)構(gòu)的最主要的基礎(chǔ)能力對(duì)人類的其他能力的發(fā)展起著決定性的作用于是我經(jīng)過(guò)廣泛的調(diào)查、學(xué)習(xí)、研究得出了在幼兒語(yǔ)言發(fā)展關(guān)鍵期進(jìn)行全面語(yǔ)言教育的結(jié)論即幼兒期要在生活的全方位中發(fā)展言語(yǔ)以言語(yǔ)的習(xí)得為本為主以學(xué)得為輔同時(shí)關(guān)注與小學(xué)語(yǔ)文的銜接本文便是從語(yǔ)言獲得和發(fā)展的角度闡述了全面進(jìn)行語(yǔ)言教育是怎樣發(fā)展幼兒語(yǔ)言的他們的語(yǔ)言學(xué)習(xí)和發(fā)展包括那些方面

簡(jiǎn)介：2006屆研究生碩士學(xué)位論文Y83S137學(xué)校代碼10269學(xué)號(hào)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(gòu)觀的教育槐慮院系專業(yè)研究方向指導(dǎo)教師碩士生學(xué)前教育與特殊教育學(xué)院鱟煎墊煎兆童發(fā)展與學(xué)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(jiǎn)介：學(xué)校代碼』Q2盟分類號(hào)讎Y888395研究生學(xué)號(hào)；羔壘蠅?mèng)饠?shù)煦密級(jí)；玉東夠嶧落埔碩士學(xué)位論文幼兒園教育活動(dòng)后教朔L反思的價(jià)1鼉與內(nèi)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(lái)小勞指導(dǎo)教師姚偉教授學(xué)科專韭學(xué)前教育學(xué)研究方向?qū)W葡教育基本理論學(xué)位類型學(xué)蕢硪士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2006年5月ABSTL鼉CTTHE1HEORYOFTE粼H盯’8REFLECTIONHI璐BEENBOOSTINGRECENTYEA璐，BECAU辯I_￡S、蕊L(fēng)LEBASBE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(qiáng)A|A醴曲遮也E酗L(fēng)NDE理RA蜘，A娃D(zhuǎn)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(shí)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I(lǐng)SLOF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O(shè)F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(qiáng)遜氌E甄攙良強(qiáng)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I(lǐng)CHER’S粥髓錢嘣O(shè)NAFBCR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(guó)MHEDE僦LCONTEXTOFTEACHERSIE蠡EC垃ONA觸FE娃TLC顫咖LALAC晰姆INME蚰試峨蓼L礎(chǔ)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(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文幼兒師范學(xué)校綠色化學(xué)教育研究姓名鄧?guó)P艷申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育指導(dǎo)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(shí)INDOMESTICANDFOREIGNCOUNTRIES，山EURGENCEAILDNECESSITYOFHAVING盯EENCHEMISTRYEDUCATIONACCORDINGTOMESITUATIONSOFPRESENTCHEMISTRYEDUCATIONINNOMALSHOOLFORTRAININGKIILDERGANENS’TEACHERSTHENMEWRITERFOCUSESHOWTOEMBODY伊EENCHEMISTRYKNOWLEDGEINMECOURSEOFCLASSROOM把ACHINHOWTORENECT目EENCHEMISTRYAWARENESSDURINGCHEMISTRYEXPERIMENTSAILDHOWTODEVELOPGREENCHEMISTRYPROJECTSINTILEEXTRACURRICUIARACTIVI“ESATLASTTHEW“TERPROPOSESSOMECONSTMCTIVEADVICEON伊EENII

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文蒙臺(tái)梭利的“兒童之家“幼兒教育實(shí)驗(yàn)研究姓名田景正申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育史指導(dǎo)教師楊漢麟19990501蒙臺(tái)梭利的“兒童之家”幼兒教育實(shí)驗(yàn)研究蒙臺(tái)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(guó)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(tái)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(shí)驗(yàn)基地，驗(yàn)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(dú)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(yùn)動(dòng)主將之列。本文擬追溯兒童之家實(shí)驗(yàn)過(guò)程，并力圖在此基礎(chǔ)上弄清兒童之家實(shí)驗(yàn)在蒙臺(tái)梭利教育思想體系形成中的作用和地位，以期從中得到對(duì)于我國(guó)科學(xué)教育學(xué)建設(shè)的有益啟示。一、兒童之家創(chuàng)辦的背景及由來(lái)19世紀(jì)末～20世紀(jì)初意大利的社會(huì)殛教育狀況19世紀(jì)末期的意大利，在結(jié)束幾個(gè)世紀(jì)的分裂和外國(guó)統(tǒng)治之后，經(jīng)濟(jì)發(fā)展十分緩慢，到20世紀(jì)初，仍然是歐洲相當(dāng)落后的國(guó)家。人口中的大多數(shù)是文盲，在一些大城市中，大量無(wú)業(yè)或失業(yè)貧民流落街頭，生活極為悲慘。在羅馬，市政當(dāng)局為了保持古羅馬文明的風(fēng)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(zhǎng)期無(wú)人居住的危險(xiǎn)建筑內(nèi)。至于這里的兒童，則吃得極差，身體虛弱，困父母忙于生計(jì)而缺少必要的關(guān)懷，故根本談不上得到什么發(fā)展。對(duì)此蒙臺(tái)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(wú)法開口說(shuō)話的地步他們的瞳毫無(wú)表情，跟睛流露出困惑，好像他們?cè)谏钪袕膩?lái)沒有碰到什么事精他們墑確實(shí)實(shí)是可I睪巴巴沒有任何激勵(lì)他們心靈的事情，注有關(guān)懷不用1羲個(gè)醫(yī)生，就可以看出他們迫切需要食桕，戶外生活和陽(yáng)光?！雹僦劣诋?dāng)時(shí)在學(xué)校占統(tǒng)治地位的則是傳統(tǒng)教育思想和教育方法?？涿兰~斯曾說(shuō)未受過(guò)良好學(xué)前教育的兒童進(jìn)人學(xué)校無(wú)異于小牛奔往市場(chǎng)或羊群聞入牛群一樣。赫爾巴特認(rèn)為兒童本性好動(dòng)而不守規(guī)矩，他們生來(lái)就有一種“盲目沖動(dòng)的種子”、“處處驅(qū)使他的不馴服的烈性”，。如果不堅(jiān)強(qiáng)而溫和地抓住管理的緩繩，任何功課的教學(xué)都是不可能的?！庇捎趥鹘y(tǒng)教育思想的影響，管理學(xué)生就成了教師們的入門功夫。他們對(duì)如何“約柬”、“限制”、“訓(xùn)誡”甚至懲罰學(xué)生往往運(yùn)用諳熟，得心應(yīng)手，根本不去考慮尊重學(xué)生的人格和他們應(yīng)有的地位。學(xué)校教學(xué)以教師口授，學(xué)生機(jī)械誦憶為主要形式，學(xué)生缺乏操作和動(dòng)手的機(jī)會(huì)。米歇爾波拉德在蒙臺(tái)梭刺傳中財(cái)當(dāng)時(shí)情況進(jìn)行了如下描述“當(dāng)時(shí)在意大制，在世界上任何一個(gè)目末學(xué)校是孩子們受訓(xùn)蛛，而不是受教育的場(chǎng)所上課就是記住一些事精，跟著教師雞鹋學(xué)舌般背誦。學(xué)得不夠快的學(xué)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(yè)張庭缺主編一西方資產(chǎn)階緞數(shù)育論著選人民教育出版社1如4軍第258頁(yè)。L

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文上海市03歲嬰幼兒早期教育指導(dǎo)體系中的家長(zhǎng)教育姓名程潔申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)前教育學(xué)指導(dǎo)教師華愛華20050501性。論文具體描述了上海市早期教育指導(dǎo)體系中早教指導(dǎo)中心和親子指導(dǎo)站的發(fā)展現(xiàn)狀，指出，早教指導(dǎo)中心盡管功能定位在“面向家長(zhǎng)”，但是實(shí)際工作的著力點(diǎn)仍然在“面向孩子”；親子活動(dòng)中的早期教育指導(dǎo)工作，是以“早期教育的附加服務(wù)”的形式開展。在上海市早期教育指導(dǎo)體系中，早教指導(dǎo)中心的指導(dǎo)思想、功能定位、著力點(diǎn)、運(yùn)行模式等方面，親子指導(dǎo)站的經(jīng)驗(yàn)、硬件、課程、師資等方面，都存在開展家長(zhǎng)教育的有利條件和優(yōu)勢(shì)、可能性。但是由于早期教育指導(dǎo)沒有在體系中處于主要位置，所以目前在早教指導(dǎo)體系中，仍然沒有開展家長(zhǎng)教育。論文通過(guò)對(duì)現(xiàn)狀的分析，提出了在上海市早期教育指導(dǎo)體系中開展家長(zhǎng)教育的建議I轉(zhuǎn)變觀念，基于平等理解“面向家長(zhǎng)”，基于和諧理解“家長(zhǎng)教育”；2分流公立、私立早教機(jī)構(gòu)的指導(dǎo)對(duì)象，對(duì)弱勢(shì)群體中的家長(zhǎng)予以政策傾斜，提供適合其需求的指導(dǎo)、服務(wù)、支持；3依托大學(xué)，拓展基礎(chǔ)研究，開發(fā)相關(guān)課程；4發(fā)動(dòng)社會(huì)人力資源，壯大“志愿者”隊(duì)伍。關(guān)鍵詞嬰幼兒家長(zhǎng)教育早期教育指導(dǎo)

簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文幼兒園言語(yǔ)教育整體構(gòu)想姓名陳璐申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師程大琥20020301ABSTRACTPAROLEDUCATIONWHICHLIESINTHEBASALPERIODOFLANGUAGEANDLECTUREEDUCATIONINSCHOOL，ISANORGANICCOMPONENTOFTHEEDUCATIONOFLANGUAGEANDLECTURESUBJECT，ANDLAYSTHECORNERSTONEOFLIFETODEVELOPMANPOWERINHARMONY，WECONFIRMTHEOBJECTOFPAROLEDUCATIONINKINDERGARTENTHEOBJECTOFSOLIDSTATESTRENGTHDEVELOPMENTSHOULDMAKETHEPHYSIOLOGICALQUALITYTHEKNOWLEDGERESERVEANDTHECULTIVATIONACCUMULATIONDEVELOPUNITEDLY；THEOBJECTOFACTIVESTRENGTHDEVELOPMENTINCLUDESTHEDEVELOPMENTOFPHYSICALSTRENGTH，INTELLECTANDMENTALSTRENGTHOFCHILDREN；BASEDONTHESOLIDSTATESTRENGTHANDACTIVESTRENGTH，WESHOULDDEVELOPTILEPAROLCREATIVEPOWEROFCHILDRENACCORDINGTOTHERATIONALITY，THEVALIDITYOFTHECONTENTOFCHILDREN’SPAROLSTUDYANDTHECORRELATIONWITHTHEOBJECT，WEDIVIDETHECONTENTOFPAROLEDUCATIONINTOSUCHTHREEFUNDAMENTALPARTSASTHEACCUMULATIONOFPRONUNCIATIONANDVOCABULARY，THEDRILLINGOFLISTENINGANDSPEAKING，THETRAININGOFREADINGANDWRITINGTHEMAININFORMATIONTHATCHILDRENABSORBANDSTUDYINPAROIEDUCATIONISPAROLMATERIALACCORDINGTOTHEOBJECTOFPAROLEDUCATION，THECONTENTANDTHEGROWINGSPECIALFEATUREOFCHILDREN，THEMATERIALOFPAROLEDUCATIONCANBESEPARATEDINTOTWOSORTS0LIEISTHESPECIALMATERIALOFPAROLEDUCATION，THEOTHERISTHEINFILTRATIVEREDACTINGTHESPECIALMATERIAL，WESHOULDHAVEREGARDFORTHEPOETICALLOGICOFCHILDRENINORDERTOFINDANDMAKEFULLUSEOFTHEPAROLEDUCATIONOPPORTUNITIESIN2

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文幼兒教師教育機(jī)智的現(xiàn)象學(xué)研究姓名岳天驕申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)前教育指導(dǎo)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(jiǎn)介：傾聽是教師與兒童互動(dòng)的過(guò)程，是教師在認(rèn)真聽取兒童的各種觀點(diǎn)、想法后，經(jīng)過(guò)加工、整理、分析，以恰當(dāng)?shù)姆绞椒答伣o兒童的過(guò)程，是對(duì)話與交流的過(guò)程。教育始于傾聽，教育過(guò)程就是師幼通過(guò)說(shuō)與聽去思去悟，實(shí)現(xiàn)彼此精神的相遇與相通，促進(jìn)相互理解與認(rèn)同，并在這個(gè)過(guò)程中凸顯人的主體價(jià)值，弘揚(yáng)人的真、善、美，最終共同獲得生命意義的過(guò)程。本文主要采用觀察法，通過(guò)研究者深入幼兒園對(duì)4名教師和56名兒童的現(xiàn)場(chǎng)觀察，結(jié)合有關(guān)文獻(xiàn)資料、相關(guān)理論研究，在闡釋幼兒教師傾聽內(nèi)涵的基礎(chǔ)上，進(jìn)一步分析了幼兒教師傾聽的價(jià)值與特點(diǎn)，并為幼兒教師成為一個(gè)真誠(chéng)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(guān)于教師傾聽的研究，分析了幼兒園教育活動(dòng)中教師在傾聽的過(guò)程中存在的問題，包括虛假傾聽、錯(cuò)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(nèi)涵的基礎(chǔ)上，分析了幼兒教師傾聽的價(jià)值。幼兒教師傾聽有助于教師全面地了解兒童，有效地進(jìn)行針對(duì)性的教育；有助于教師建立良好的師幼關(guān)系，促進(jìn)師幼共同成長(zhǎng)；有助于實(shí)現(xiàn)教師與兒童的主體價(jià)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(diǎn)。幼兒教師傾聽具有教育性、理解性和反饋性、主動(dòng)性和開放性的特點(diǎn)。第四部分提出了幼兒教師成為一個(gè)真誠(chéng)的傾聽者的建議。主要包括構(gòu)建教育過(guò)程中的主體間性，建立良好的師幼關(guān)系；掌握傾聽的技巧；構(gòu)建傾聽共同體。

簡(jiǎn)介：天津師范大學(xué)教育科學(xué)學(xué)院雪文夫論高位節(jié)芋坪學(xué)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(shí)施嬰幼兒家庭教育指導(dǎo)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(gòu)建。三位一體一嬰幼兒家庭教育指導(dǎo)模式的現(xiàn)實(shí)與理論基礎(chǔ)分析一一一一一8一一嬰幼JL家庭教育指導(dǎo)研究的現(xiàn)狀一一一一一一8二構(gòu)建‘‘嬰幼兒家庭教育三位一體指導(dǎo)模式”的現(xiàn)實(shí)基礎(chǔ)一一10三構(gòu)建“嬰幼兒家庭教育三位一體指導(dǎo)模式”的理論基礎(chǔ)一一一13三、搿三位一體刀家教指導(dǎo)模式的要素分析一167指導(dǎo)思想一一一一一一一一一一一16二目標(biāo)平口內(nèi)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(dǎo)形式與方法一一一一一四、結(jié)論研究結(jié)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(jié)語(yǔ)一一一24注釋一一24參考文獻(xiàn)一一一一

簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文腦癱嬰幼兒教育策略的研究姓名王潔申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)前教育學(xué)指導(dǎo)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