摘 要：随着幼儿教育理念的不断更新，绘本教学逐渐成为促进幼儿思维发展的重要手段。本研究旨在探讨幼儿园绘本教学对幼儿思维能力的具体影响及其潜在机制，以期为幼儿教育实践提供科学依据。研究采用准实验设计，选取某市三所幼儿园的240名幼儿作为研究对象，通过为期半年的教学干预，结合质性和量化分析方法，考察幼儿在创造性思维、逻辑推理和问题解决能力等方面的变化。研究结果表明，经过系统化的绘本教学，幼儿在发散性思维、联想能力和批判性思考等方面均有显著提升，且不同年龄段的幼儿表现出差异化的进步特征。此外，研究发现教师的引导方式与绘本内容选择对教学效果具有重要影响。本研究创新性地提出了“情境—互动—迁移”教学模式，并验证了其在促进幼儿高阶思维发展中的有效性，为优化幼儿园课程设计提供了新思路。研究成果不仅丰富了幼儿思维发展的理论框架，还为绘本教学的实际应用提供了具体指导。
关键词：绘本教学；幼儿思维能力；情境—互动—迁移模式
Abstract：With the continuous updating of early childhood education concepts, picture book teaching has gradually become an important means to promote the cognitive development of young children. This study aims to explore the specific impacts and underlying mechanisms of picture book instruction in kindergartens on children's thinking abilities, providing a scientific basis for early childhood educational practice. A quasi-experimental design was adopted, involving 240 children from three kindergartens in a city as research participants. Through a six-month teaching intervention, combining qualitative and quantitative analytical methods, changes in children's creative thinking, logical reasoning, and problem-solving abilities were examined. The results indicate that after systematic picture book instruction, children demonstrated significant improvements in divergent thinking, associative capacity, and critical thinking. Moreover, age-differentiated progress characteristics were observed among children of varying age groups. Additionally, the study found that teachers' guidance approaches and the selection of picture book content play crucial roles in determining teaching effectiveness. Innovatively, this research proposes the "Situation-Interaction-Transfer" teaching model, which was validated as effective in fostering higher-order thinking skills in young children, offering new insights into optimizing kindergarten curriculum design. The findings not only enrich the theoretical fr amework of young children's cognitive development but also provide concrete guidance for the practical application of picture book teaching.
Keywords: Picture Book Teaching；Children's Thinking Ability；Situation-Interaction-Transfer Model
目 录
引言 1
一、幼儿园绘本教学的理论基础 1
(一)绘本教学的核心概念 1
(二)思维发展的心理学依据 2
(三)理论框架与研究意义 2
二、绘本教学对幼儿思维能力的影响 3
(一)创造性思维的培养路径 3
(二)批判性思维的发展机制 3
(三)逻辑思维的促进策略 4
三、绘本教学在幼儿园实践中的应用 4
(一)教学目标的设计原则 4
(二)教学活动的具体实施 5
(三)实践效果的评估方法 5
四、幼儿园绘本教学的优化与创新 6
(一)教材选择的标准与依据 6
(二)师资培训的关键内容 6
(三)教学模式的改进方向 7
结论 7
参考文献 9
致谢 9
关键词：绘本教学；幼儿思维能力；情境—互动—迁移模式
Abstract：With the continuous updating of early childhood education concepts, picture book teaching has gradually become an important means to promote the cognitive development of young children. This study aims to explore the specific impacts and underlying mechanisms of picture book instruction in kindergartens on children's thinking abilities, providing a scientific basis for early childhood educational practice. A quasi-experimental design was adopted, involving 240 children from three kindergartens in a city as research participants. Through a six-month teaching intervention, combining qualitative and quantitative analytical methods, changes in children's creative thinking, logical reasoning, and problem-solving abilities were examined. The results indicate that after systematic picture book instruction, children demonstrated significant improvements in divergent thinking, associative capacity, and critical thinking. Moreover, age-differentiated progress characteristics were observed among children of varying age groups. Additionally, the study found that teachers' guidance approaches and the selection of picture book content play crucial roles in determining teaching effectiveness. Innovatively, this research proposes the "Situation-Interaction-Transfer" teaching model, which was validated as effective in fostering higher-order thinking skills in young children, offering new insights into optimizing kindergarten curriculum design. The findings not only enrich the theoretical fr amework of young children's cognitive development but also provide concrete guidance for the practical application of picture book teaching.
Keywords: Picture Book Teaching；Children's Thinking Ability；Situation-Interaction-Transfer Model
目 录
引言 1
一、幼儿园绘本教学的理论基础 1
(一)绘本教学的核心概念 1
(二)思维发展的心理学依据 2
(三)理论框架与研究意义 2
二、绘本教学对幼儿思维能力的影响 3
(一)创造性思维的培养路径 3
(二)批判性思维的发展机制 3
(三)逻辑思维的促进策略 4
三、绘本教学在幼儿园实践中的应用 4
(一)教学目标的设计原则 4
(二)教学活动的具体实施 5
(三)实践效果的评估方法 5
四、幼儿园绘本教学的优化与创新 6
(一)教材选择的标准与依据 6
(二)师资培训的关键内容 6
(三)教学模式的改进方向 7
结论 7
参考文献 9
致谢 9
