论文总字数：12057字

摘 要

：问题意识是思维活动的根本动力，也是创新精神的必要基础，而幼儿在学前期好奇好问的特点就是问题意识的最初体现。古今中外，很多的教育家、心理学家都对问题意识的培养提出自己的见解，现在我国颁布的各项政策，也对培养问题意识做出了明确的要求。问题意识对于发展幼儿认知，促进幼儿人际交往能力、创造能力以及形成良好的学习个性都具有重大意义。因此本文根据在培养幼儿的问题意识中所出现的问题及原因，探讨培养幼儿问题意识的有效方法。

关键词：问题意识，幼儿，培养

Abstract: Problem consciousness is not only the motivation of thinking activity, but also the foundation of the spirit of innovation. A child"s nature of curiosity and inquisitiveness in it"s preschool age can be seen the seed and prime reveal of problem consciousness. At all times and in all over the world, many educators and psychologists have come up with their own opinion in how to develop problem consciousness. The promulgated policies in china also has made a clear requirement to cultivate problem consciousness. Problem consciousness has a great meaning of the development of children"s cognitive, interpersonal communication ability, creative ability and the good study personality. All in all, this paper is going to develop effective methods to cultivate children"s problem consciousness while looking at the causal association of problem and it"s reason in this procedure.

Key words: Problem consciousness，Children，Cultivate

目 录

1 问题意识内涵及其理论基础······································3

1.1 问题意识内涵················································3

1.2 国内外问题意识的研究理论····································3

2 培养问题意识的重要性··········································4

2.1 问题意识的研究价值··········································4

2.2 培养幼儿问题意识的重要性····································4

3 幼儿问题意识培养中存在的问题及原因····························5

3.1 幼儿因素····················································5

3.2 教师因素····················································6

3.3 家长因素····················································8

4 培养幼儿问题意识的有效方法····································8

4.1 学习活动中幼儿问题意识的培养································8

4.2 区域活动中幼儿问题意识的培养································9

4.3 家庭教育中幼儿问题意识的培养·······························10

结论 ··························································12

参考文献 ······················································13

1 问题意识内涵及其理论基础

1.1 问题意识内涵

教育家第斯多惠说过:“一个坏的教师奉送真理，一个好的教师则教人发现真理。”发现所谓“真理”的过程其前提便是对于问题的发现与提出，只有善于观察活动中的现象，才会产生相应的问题；只有敢于提出所发现的问题，才能引发积极思考与探索的过程；只有在不懈探究中才能得到解决问题的方法和对策。因此，培养学生问题意识就是我们教育所寻求的方向。

问题意识指人们在认识活动中遇到一些难以解决、疑惑的实际问题或理论问题时所产生的主动质疑、困惑焦虑、积极探索的心理状态^[1]。这种心理可以继续鼓励人们积极思考，提出问题和解决问题^[1]。问题意识是思维活动的动力，也是创新精神的奠基石，当今世界的任何一次创新与发展无不与问题的提出和解决休戚相关。

1.2 国内外问题意识的理论研究

1.2.1 我国培养学生问题意识的理论研究

在我国，学生的问题意识的发展可以追溯到2500年前的春秋战国时期，伟大的教育家孔子让他的学生“每事问”，“敏而好学，不耻下问” ^[1]，宋代陆九渊也曾说过“为学患无疑，疑则有进，小疑则小进，大疑则大进” ^[1]，独到精辟的阐述了问题意识对于人学习的重要意义，只有提出问题才会有所进步，小问题能促进人小进步，大问题能帮助人获得大进步。纵观当今，伟大的教育家陶行知的那句“发明千千万，起点是一问”更是将问题意识的价值推向顶端^[1]。纵观当今，我国在2001年颁布执行的《幼儿园教育指导纲要（试行）》中明确指出“教育活动内容的组织应充分考虑幼儿的学习方式和特点，注重综合性、趣味性，寓教育于生活、游戏之中。” ^[2]由此，教师必须尊重幼儿的好奇心，提供适当的材料，让幼儿主动、自由去发现、探索，从而培养幼儿的问题意识。

1.2.2 国外培养学生问题意识的理论研究

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