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关键词： 幼儿科学教育   生活化教学   教学策略  

摘要： 本文通过介绍幼儿科学教学生活化的重要意义和主要教学形式,对其教学的生活化实践进行深入探讨。

关键词： 幼儿   科学教育  

摘要： "生活即教育"陶行知先生提倡生活教育,把教育融入生活,把生活引进教育,《纲要》和《3-6岁儿童学习与发展指南》也强调了科学活动应密切联系幼儿的实际生活,因此,在培养幼儿科学探索欲时我们要从生活中的环境、自然界以及日常生活中寻找契机、捕捉教育点,适时地开展科学活动,从而激发孩子的好奇心、参与的欲望,学会真探索。

关键词： 森林教育   大班幼儿   科学探究   行动研究   幼儿园教学活动  

摘要： 人类发展史上,森林环境促进了人的进化,但受多种因素影响,如今幼儿越发习惯于室内环境,渐渐丧失了与自然亲近的本能旨趣,出现了较为明显的“自然缺失症”。《3-6岁儿童学习与发展指南》(2012)指出,探究既是幼儿科学学习的目标,也是幼儿科学学习的途径。大自然和生活中真实的事物与现象是幼儿科学探究的生动内容。激发探究兴趣、体验探究过程、发展初步的探究能力是幼儿科学学习的核心。然而在当前的学前教育教学实践中,幼儿接触自然的机会明显不足,幼儿园开展的科学探究活动也有流于形式之嫌。本研究以森林教育活动培养大班幼儿科学探究能力为目标,以“建构主义理论”“最近发展区与支架式教学”“从做中学”等教育理论为依据,以行动研究为主要的研究方法,深入洛阳市B幼儿园,选取12名大班幼儿作为研究对象,与幼儿园教师合作设计、组织开展四次森林教育活动,对幼儿及教师在活动中的认识、表现、感悟等进行观察、记录、研讨、反思,并据此改进和完善研究设计,循环检验活动成效。本研究成果为基于森林教育活动培养大班幼儿科学探究能力的有效实施提供范例和佐证,以期引发广大幼教工作者对森林教育的关注,持续探索森林教育对幼儿发展的积极意义与实践途径。

摘要： 随着现代科学的迅猛发展,人们需要越来越多的科学知识来进行探索与发展。3-6岁的幼儿正处于科学素质培养的关键时期,这个时期的幼儿对周围的世界充满了好奇心与求知欲,他们不但爱问"为什么",更想知道"这是怎么样的",所以,幼儿科学启蒙教育,也是我国"科学兴国"的奠基工程。《幼儿园教育指导纲要》中提出了对幼儿进行科学教育的具体要求,指出了幼儿科学教育应该从实际生活出发,充分利用实际生活中的题材作为幼儿科学探究的对象,培养他们发现问题的能力。幼儿科学教育有其独特的内涵,对幼儿的人生发展也具有重要的意义,本文将对这些进行阐述,并且将介绍一些如何进行幼儿科学教育活动的方法,如创设适

关键词： geospatial analysis   hot spot analysis   paediatric   Philippines   tuberculosis  

摘要： Tuberculosis (TB) in children is a critical public health issue. In Bohol, Philippines, we found a high tuberculin skin test (TST)-positive prevalence (weighted prevalence = 6.4%) among 5476 children (<15 years) from 184 villages, with geographically isolated communities having prevalence as high as 29%. Therefore, we conducted a geospatial and hot spot analysis to examine the association between villages with high TST-positive prevalence (> 6.5%) and access to medical care (distance (in kilometres and minutes of travel time) to the municipal Rural Health Units (RHU)), access to healthcare resources (distance to Provincial Health Office (PHO)) and socioeconomic determinants of health. Hot spot analysis revealed significant clusters of TST-positive prevalence in villages farthest from the PHO. Based on univariate analysis, the following variables associated with high prevalence were included in the multivariate model: minutes of travel time to the PHO, distance to the PHO, island villages and total deprivation based on socioeconomic indicators. In the final model, only distance to PHO in minutes was significant (P = 0.005). When evaluated further, greater than 1-hour drive significantly increased risk for TST-positivity (P = 0.003). Distance to healthcare resources likely increases the risk of TB transmission within the community. Expanding TB control efforts to geographically isolated areas is critical.

关键词： Nitrous oxide   pediatric   procedures   pain   management   children and young people  

摘要： The aim in this study was to understand current practice and use of nitrous oxide for management of procedural-related pain and procedural anxiety, to identify perceived barriers to use of nitrous oxide and to develop an understanding of patients, families, and nurse awareness and knowledge of the use of nitrous oxide in an Australian tertiary pediatric oncology/hematology short stay unit. Three online questionnaires (patients, parents, and nursing staff) were developed and completed between September and November 2015. Most children and young people (61%) report receiving nitrous oxide for at least one procedure. Patients, parents, and nurses rated nitrous oxide as highly effective and would like more access to nitrous oxide for the child's pain management. Several barriers to use were reported. These findings suggest that nitrous oxide is effective for pain management;however, its use is inconsistent. Findings can potentially develop standardized processes and improve nurse education and accreditation, which may increase the safety, efficacy, and utilization of nitrous oxide for children's procedural pain management.

摘要： Despite the importance of science learning for young children, many teachers may not have favorable attitudes and beliefs towards teachings science, which may reflect on their science-related classroom practices. The current study consisted of early care and education teachers (N = 110) of children aged 2- to 5 years old from a northwestern metropolitan area of the U.S. With an online survey, the study investigated relationships between the early care and education teachers’ attitudes and beliefs toward teaching science to young children, their science-related practices in the classroom, and their professional and program characteristics. Positive relationships exist between teachers’ attitudes and beliefs toward teaching science and their classroom practices. Positive relationships were found between teachers’ professional characteristics, attitudes and beliefs toward teaching science, and classroom practices. Results indicated that greater educational attainment and science-specific professional development were related to higher scores of attitudes and beliefs and classroom practices. Teachers in public programs reported higher scores on child benefit and classroom practices than those in private programs. Implications for future direction are presented including providing early care and education teachers with science-specific professional development and science-related teaching interventions to improve teachers’ science-content knowledge and teaching confidence.