在学习环境中加速儿童价值观的形成

IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH Obrazovanie i Nauka-Education and Science Pub Date : 2017-04-12 DOI:10.17853/1994-5639-2017-3-141-155
A. Mantarova, I. Angelova
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引用次数: 0

摘要

介绍本出版物介绍了在保加利亚境内对4.5至6岁儿童进行的一项实验的结果。本研究的目的是基于对学龄前儿童发展和4.5至6岁儿童认知过程特点的当代知识,建立一个互动模型。方法论和研究方法。研究方法基于Rokeach、Graves、Inglehart(生存和自我表达价值观)和Hofstede(期望和可取价值观)的价值观理论和分类。研究工作的实验部分采用了主动方法和决定论原则(S.L.Rubinstain,A.C.Brushlinskiy)以及内化方法(L.S Vigtskiy,A.I.Leontiev)、系统方法(B.F.Lomov,B.N.Rizhaov)。斯捷潘诺夫(P.V.Stepanov)、格里戈里耶夫(D.V.Grigoryev;I.V.斯捷潘诺娃。后果实验结束后,孩子们的情况发生了明显的变化。研究发现,儿童时期价值体系的形成受到高等认知过程发展的影响。这种形成可以通过特殊组织的社会文化和学习环境来加速,这种环境可以拓宽孩子们对他们所生活的世界的理解。因此,他们开始寻找意义并实现价值观。出现了从知识到自我调节行为的转变。科学新颖性。实验中获得的试点数据证明,该模型是一种创新的教学互动方法,也是教师的“实用工具”。开发了四种算法来支持认知、情感和意志过程,包括加速4至6岁儿童价值观形成的思维。实际意义。所提出的模型特别适用于多元文化和异质社会组成群体。
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ACCELERATING THE FORMATION OF CHILDREN’S VALUES IN A LEARNING ENVIRONMENT
Introduction. The present publication presents the results of an experiment conducted on the territory of Bulgaria with children aged 4.5 to 6 years. The aim of the research is to work out a model of interaction based on the contemporary knowledge of preschool children’ development and cognitive process peculiarities of children aged 4.5 to 6. Methodology and research methods. The methodology of the research is based on theories and classifications of values by Rokeach, Graves, Inglehart (values of survival and self-expression) and Hofstede (desired and desirable values). Active approach and principles of determinism (S. L. Rubinstain, A. C. Brushlinskiy) and interiorization (L. S Vigotskiy, A. I. Leontiev), systemic approach (B. F. Lomov, B. N. Rizhov) are used in the experimental part of the research work. Psychological neoformations are educed by means of the diagnostic test proposed by P. V. Stepanov, D. V. Grigoryev; I. V. Stepanova. Results. There have been visible changes in the profiles of children after the experiment held. It is found out that value system formation in childhood is influenced by the development of higher cognitive processes. This formation can be accelerated by specially organized social cultural and learning environment that widens children’s understanding of the world they live in. As a result they start finding sense and realize values. There appears a transfer from knowledge to self-regulation behavior. Scientific novelty. Pilot data got during the experiment prove the model is an innovative method of pedagogical interaction and a «practical tool» for teachers. Four algorithms are developed to support cognitive, emotional and volitional processes, including thinking for accelerating the formation of values of children 4 to 6 years old. Practical significance. The suggested model is particularly suitable for use in multicultural and heterogeneous social composition groups.
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来源期刊
Obrazovanie i Nauka-Education and Science
Obrazovanie i Nauka-Education and Science EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
42.90%
发文量
56
审稿时长
8 weeks
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