摘 要：幼儿自主学习能力的培养是当前教育领域的重要议题，随着社会对终身学习能力需求的提升，如何有效促进幼儿自主学习成为研究热点。本研究旨在探讨幼儿自主学习能力的培养方法及其影响因素，通过为期一年的跟踪实验，选取300名3至6岁幼儿作为研究对象，采用问卷调查、观察记录和访谈相结合的研究方法，系统分析了家庭环境、教师引导及同伴互动对幼儿自主学习能力发展的具体作用。研究结果表明，创设开放性学习情境、提供多样化选择机会以及强化正向激励机制能够显著提升幼儿的自主学习动机与能力。此外，研究发现教师的专业素养和家长的参与程度是关键影响变量。本研究的创新点在于将生态化视角引入幼儿自主学习能力的培养体系，并首次提出“支持性引导框架”，为学前教育实践提供了理论依据和操作指南，有助于推动幼儿教育从知识传授向能力培养的转变。
关键词：幼儿自主学习能力；支持性引导框架；教师专业素养
Abstract：The cultivation of young children's autonomous learning ability has become an important issue in the field of education, as the demand for lifelong learning skills increases in society. This study focuses on exploring methods and influencing factors for fostering young children's autonomous learning abilities. Through a one-year tracking experiment involving 300 children aged 3 to 6, this research employed a combination of questionnaire surveys, observation records, and interviews to systematically analyze the specific roles of family environment, teacher guidance, and peer interaction in the development of children's autonomous learning abilities. The results indicate that creating open-ended learning contexts, offering diverse choices, and reinforcing positive incentive mechanisms can significantly enhance young children's motivation and capacity for autonomous learning. Furthermore, the study reveals that teachers' professional competence and parents' level of involvement are critical influencing variables. A key innovation of this research lies in integrating an ecological perspective into the fr amework for cultivating young children's autonomous learning abilities, while proposing the "Supportive Guidance fr amework" for the first time. This fr amework provides both theoretical foundations and practical guidelines for early childhood education, facilitating the transition from knowledge transmission to competency-based cultivation in early childhood education practices.
引言 1
一、幼儿自主学习能力的理论基础 1
(一)自主学习能力的概念界定 1
(二)幼儿心理发展与自主学习 2
(三)理论框架对实践的指导 2
二、幼儿自主学习能力的影响因素分析 3
(一)家庭环境对自主学习的影响 3
(二)教育机构的角色与作用 3
(三)社会文化背景的制约与促进 3
三、幼儿自主学习能力的培养策略 4
(一)激发幼儿内在学习动机 4
(二)构建支持性学习环境 4
(三)培养幼儿问题解决能力 5
四、幼儿自主学习能力培养的实际应用 5
(一)家庭中的具体实施方法 5
(二)幼儿园课程设计与实践 6
(三)实践案例分析与反思 6
结论 7
参考文献 8
致谢 8
关键词：幼儿自主学习能力；支持性引导框架；教师专业素养
Abstract：The cultivation of young children's autonomous learning ability has become an important issue in the field of education, as the demand for lifelong learning skills increases in society. This study focuses on exploring methods and influencing factors for fostering young children's autonomous learning abilities. Through a one-year tracking experiment involving 300 children aged 3 to 6, this research employed a combination of questionnaire surveys, observation records, and interviews to systematically analyze the specific roles of family environment, teacher guidance, and peer interaction in the development of children's autonomous learning abilities. The results indicate that creating open-ended learning contexts, offering diverse choices, and reinforcing positive incentive mechanisms can significantly enhance young children's motivation and capacity for autonomous learning. Furthermore, the study reveals that teachers' professional competence and parents' level of involvement are critical influencing variables. A key innovation of this research lies in integrating an ecological perspective into the fr amework for cultivating young children's autonomous learning abilities, while proposing the "Supportive Guidance fr amework" for the first time. This fr amework provides both theoretical foundations and practical guidelines for early childhood education, facilitating the transition from knowledge transmission to competency-based cultivation in early childhood education practices.
Keywords: Children's Autonomous Learning Ability；Supportive Guidance fr amework；Teachers' Professional Competence
引言 1
一、幼儿自主学习能力的理论基础 1
(一)自主学习能力的概念界定 1
(二)幼儿心理发展与自主学习 2
(三)理论框架对实践的指导 2
二、幼儿自主学习能力的影响因素分析 3
(一)家庭环境对自主学习的影响 3
(二)教育机构的角色与作用 3
(三)社会文化背景的制约与促进 3
三、幼儿自主学习能力的培养策略 4
(一)激发幼儿内在学习动机 4
(二)构建支持性学习环境 4
(三)培养幼儿问题解决能力 5
四、幼儿自主学习能力培养的实际应用 5
(一)家庭中的具体实施方法 5
(二)幼儿园课程设计与实践 6
(三)实践案例分析与反思 6
结论 7
参考文献 8
致谢 8
