幼儿园亲自然教育主题活动的设计与实施研究

【作者】 王璐；

【导师】 杨平；

【作者基本信息】 沈阳师范大学 ， 学前教育， 2025， 硕士

【摘要】 儿童与自然的紧密联系是其健康成长的基石,然而,城市化进程的加快,这种联系正逐渐被削弱,导致“自然缺失症”日益严重,对幼儿的身心健康发展构成了威胁。本研究旨在探讨亲自然教育在学前教育中的应用,通过设计与实施亲自然教育主题活动,培养其尊重生命和保护环境的意识,进而促进幼儿身心的全面和谐发展。本论文将为学前教育领域提供亲自然教育的实践策略,以期为幼儿的健康成长提供支持。本研究在梳理幼儿园主题活动、亲自然教育、亲自然教育主题活动等相关理论的基础上,开展了幼儿园亲自然教育主题活动的设计与实施研究。选取了宁波市H幼儿园的一个大班作为实践对象,运用观察法、访谈法、实物分析法及案例研究法,基于具身认知理论和陈鹤琴的“活教育”理论探索亲自然教育在幼儿园的实际应用。此次实践根据幼儿的发展特征,深入挖掘各季节中蕴含的教育资源,并采用主题活动的形式进行组织,遵循“感知—体验与理解—表达”的实践流程,设计了包括“拥抱夏天—喜饲养”“遇见秋天—庆丰收”主题活动方案。对于主题活动的评价,主要集中在教师和幼儿的共同成长上。在为期三个月的实践中,研究人员系统地收集了幼儿在活动中的行为反应、师幼互动情况以及相关的案例作品等资料。同时,通过详细的观察记录和对案例及其作品的分析等解释性数据,来反思和评估活动的实际效果。研究发现,幼儿园亲自然教育主题活动促进了幼儿亲自然情感的发展、对幼儿探究精神和创造力有促进作用、提升了幼儿的环境意识和生态素养。与此同时,设计与实施亲自然教育主题活动转变了教师在亲自然教育主题活动中的角色认知,拓展了教师的自然教育领域专业知识,教师在亲自然教育主题活动的设计与实施能力得到显著提高。建议幼儿园深化亲自然教育资源在主题活动的融合;有效融合家庭和社会资源以丰富亲自然教育主题活动的实施;构建亲自然教育主题活动的评价方案。建议教师筑牢亲自然教育主题活动理念根基;提升亲自然教育主题活动设计与实施专业素养;加强家园共育合作。建议社会积极组织亲自然教育公益活动;加强社会对亲自然教育的宣传和推广;提供丰富的亲自然教育社会资源。更多还原

【Abstract】 The close connection between children and nature is the cornerstone of their healthy growth.However,with the acceleration of urbanization,this connection is gradually weakening,leading to an increasingly serious"nature-deficit disorder"that poses a threat to the physical and mental health of young children.This study aims to explore the application of nature-based education in preschool education.By designing and implementing nature-based education theme activities,it aims to cultivate children’s awareness of respecting life and protecting the environment,thereby promoting their all-round and harmonious development.This paper will provide practical strategies for nature-based education in the field of preschool education,with the aim of supporting the healthy growth of young children.Based on a review of relevant theories such as preschool theme activities,nature-based education,and nature-based education theme activities,this study conducted research on the design and implementation of nature-based education theme activities in kindergartens.A large class from H Kindergarten in Ningbo City was selected as the practical object.Observation,interview,physical object analysis,and case study methods were used to explore the practical application of nature-based education in kindergartens based on the embodied cognition theory and Chen Heqin’s"living education"theory.This practice,in line with the development characteristics of children,deeply explored the educational resources contained in each season and organized them in the form of theme activities,following the practical process of"perception-experience and understanding-expression".Two theme activity plans,"Embracing Summer-Happy Feeding"and"Meeting Autumn-Celebrating Harvest",were designed.The evaluation of the theme activities mainly focused on the common growth of teachers and children.During the three-month practice,researchers systematically collected data such as children’s behavioral responses during activities,teacher-child interaction situations,and related case works.At the same time,through detailed observation records and analysis of cases and their works as interpretive data,the actual effect of the activities was reflected upon and evaluated.The research found that nature-based education theme activities in kindergartens promoted the development of children’s nature-based emotions,enhanced their spirit of exploration and creativity,and improved their environmental awareness and ecological literacy.At the same time,the design and implementation of nature-based education theme activities transformed teachers’role cognition in nature-based education theme activities,expanded their professional knowledge in the field of nature education,and significantly improved their ability to design and implement nature-based education theme activities.It is suggested that kindergartens deepen the integration of nature-based educational resources in theme activities;effectively integrate family and social resources to enrich the implementation of nature-based education theme activities;and construct an evaluation plan for nature-based education theme activities.It is suggested that teachers firmly establish the concept of nature-based education theme activities;enhance their professional quality in the design and implementation of nature-based education theme activities;and strengthen home-school cooperation.It is suggested that society actively organize nature-based education public welfare activities;strengthen the publicity and promotion of nature-based education;and provide rich social resources for nature-based education.更多还原