项目式学习激发 5-6 岁幼儿园儿童的符号思维能力 Negeri Pembina 1 South Wangi-Wangi

Salmawati Salmawati, Ika Budi Maryatun
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引用次数: 0

摘要

本研究旨在描述南旺吉彭比纳第一幼儿园(Pembina 1 Kindergarten in South Wangi-Wangi)为激发 5-6 岁儿童的符号思维而实施的基于项目的学习(Project-Based Learning)。本研究采用描述性的定性研究方法。研究在南旺吉旺吉彭比纳第一幼儿园进行。本研究的数据来源是通过有目的的抽样技术确定的,包括园长、B 班教师和 B 组学生,并辅以文件数据。数据通过访谈、观察和文献收集。在观察、访谈和文件指导的帮助下,研究人员是开展研究的主要工具。研究结果显示了以下结论:(1)通过编制主题和学习专题、教案、教学模块和项目报告来进行项目学习规划。(2) 通过制作果汁、烹饪课、集市日、乐高积木、绘画和涂色、水果媒体、搅拌机或厨房工具(如刀、勺和杯子)、蔬菜配料、锅和勺、钱、商品、桌椅、乐高积木、积木、木板/底座、图画纸/涂色本、铅笔、彩色铅笔和蜡笔等项目活动来实施项目学习。在符号项目学习法中,孩子们决定学习目标、项目设计、项目前准备、项目实施、反思和评价以及教室布置。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Project Based Learning Learning to Stimulate Symbolic Thinking Abilities in Children Aged 5-6 Years in Kindergarten Negeri Pembina 1 South Wangi-Wangi
This research aims to describe the implementation of Project- Based Learning to stimulate symbolic thinking of 5-6 years old children at Pembina 1 Kindergarten in South Wangi-Wangi. This research used a qualitative research approach with a descriptive type. This research was conducted at Pembina 1 Kindergarten in South Wangi-Wangi. The data source of this research was determined by purposive sampling techniques consisting of the principal, class B teacher, and group B students and supported by document data. The data were collected through interviews, observations, and documentation. The researcher was the main instrument in conducting the research with the help of observation, interviews, and documentation guidelines. The research results show the following findings: (1) project learning planning is carried out by preparing themes and learning topics, lessons plans, teaching modules, and projects reports. (2) The implementation of projects learning is carried out through projects activities to make fruit juice, cooking class, market day, lego construction, drawing and coloring, fruit media, blenders, or kitchen tools such as knives, spoons, and glasses, vegetables ingredients, pots and spoons, money, merchandise products, tables and chairs, legos, blocks, boards/bases, drawings paper/colouring books, pencils, colored pencils, and crayons. In the symbolic projects learning method, children determine learning objectives, project design, pre-project preparation, project implementation, reflection and evaluation, and classroom arrangement.
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