越南学前教育教师准备通过体验式教育教学数学的数据集
Manh-Tuan Nguyen1, Huyen-Anh Mai1, Thi-Tham Tran1
1Faculty of Early Childhood Education, Hanoi National University of Education, 136 Xuan Thuy Road, Cau Giay district, Hanoi 100000, Vietnam.
Data in brief
|July 25, 2024
概括
教师的准备和能力是利用体验式学习进行有效的幼儿数学教育的关键. 这项研究调查了678名越南学前教育教师,以了解他们对这种创新方法的准备情况.
科学领域:
- 幼儿教育 儿童早期教育
- 教育心理学教育心理学
- 课程开发 课程开发
背景情况:
- 经验式教育促进学生的创业和创造力,在全球学前教育中越来越多地采用.
- 有效的实施取决于教师的能力和准备,特别是数学活动.
- 现有的研究缺乏关于越南学前教育教师对体验式教育的准备程度的全面数据.
研究的目的:
- 评估学前教育教师的能力和准备,以便在越南实施体验式教育.
- 在体验式学习框架内确定影响数学活动频率和有效性的因素.
- 为东南亚的教育政策和幼儿教育研究提供数据.
主要方法:
- 这项调查针对越南五个城市和省份的678名幼儿园教师进行.
- 数据是在2023年9月24日至12月22日期间采集的,采用随机选择的样本.
- 该调查涵盖了人口统计,早期数学知识和体验教育,教师能力,实施条件,学校政策和准备程度.
主要成果:
- 该数据集详细介绍了教师的知识,技能和实施体验式教育的感知障碍.
- 它量化了教师准备的现状,并确定了专业发展的领域.
- 对学校政策和现有条件的分析为实施挑战和成功提供了背景.
结论:
- 教师的能力和准备是越南幼儿园成功体验式数学教育的关键决定因素.
- 该数据集为决策者和研究人员提供了有价值的见解,旨在加强越南和更广泛的亚洲地区的幼儿教育实践.
- 进一步的研究可以利用这些数据来开发针对性的干预措施,并为采用体验式学习方法的教师提供支持系统.
更多相关视频
相关概念视频
01:21Cognitive Learning
237
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
237
01:24Natural and Artificial Concepts
138
In psychology, concepts can be divided into two categories: natural and artificial. Natural concepts are formed through direct or indirect experiences. For example, consider the concept of snow. If you live in a place with regular snowfall, such as Essex Junction, Vermont, you know snow through direct experiences. You’ve seen it fall, touched it, shoveled it, and played in it. You recognize its texture, appearance, and even its smell. In contrast, if you live on an island like Saint...
138
01:17Piaget's Stage 3 of Cognitive Development
546
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
546
01:14Steps in the Modeling Process
195
Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
195
01:21The Nativist Approach
39
The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
39
01:22Vygotsky's Cognitive Development in Cultural Context
58
Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
58