幼儿英语教育论文参考文献
幼儿园大班英语教育参考文献 幼儿园英语教育
幼儿园大班英语教育参考文献一、概述1.幼儿园英语教育的重要性在当今社会，英语已成为一种全球通用语言。
随着我国经济的快速发展和对外交流的增多，家长们对幼儿园英语教育的重视程度也在逐渐提高。
幼儿园是孩子受教育的最早阶段，良好的英语教育能为孩子的未来发展打下坚实的基础。
2.幼儿园大班英语教育的特点幼儿园大班是孩子成长的重要阶段，他们正在逐渐迈进学习的世界，好奇心和求知欲极强。
幼儿园大班英语教育应该更加注重培养孩子的学习兴趣和语言能力，启发他们对英语的热爱和渴望。
二、幼儿园大班英语教育参考文献1.《幼儿园大班英语教育教学指南》这本书是专门针对大班幼儿英语教育的教学指南，从幼儿的认知特点和学习能力出发，提供了丰富多彩的教学活动和方法。
书中还结合实际案例，为教师提供了丰富的教学实践经验。
这本书对于幼儿园大班英语教育教师来说是一本不可多得的宝典。
2.《游戏式教学在幼儿园大班英语教育中的应用研究》这篇研究论文探讨了游戏式教学在幼儿园大班英语教育中的应用及其效果。
研究发现，通过游戏式教学，孩子们的学习兴趣得到了极大的激发，他们能够更加主动地参与到学习中来。
通过游戏，孩子们的语言表达能力和语感也得到了有效的提升。
3.《家长参与幼儿园大班英语教育的作用探究》这篇论文研究了家长在幼儿园大班英语教育中的作用，发现了家长参与对孩子的英语学习有着积极的影响。
通过家长和学校的紧密合作，孩子们能够得到更好的英语学习环境和支持，家长的积极参与更能够激发孩子学习英语的兴趣和潜能。
4.《幼儿园大班英语教育课程设计与实施》这本书系统地介绍了幼儿园大班英语教育课程的设计和实施方案。
书中提出了具体的教学内容和方法，同时还结合了实际幼儿园的案例进行了详细的剖析和讨论。
这本书能够让教师们更加科学地制定教学计划和教学方法，有效地提高教学质量。
5.《幼儿园大班英语教育教学评价实践》这篇论文通过对幼儿园大班英语教育教学评价的实际案例进行研究，提出了一些切实可行的评价方法和策略。
幼儿安全教育英文文献(3篇)
第1篇Abstract:The safety of young children is of utmost importance in their early years. As parents, caregivers, and educators, it is our responsibility to provide a safe and nurturing environment for them. This paper aims to discuss the significance of early childhood safety education and its impact on the overall well-being of children. The paper will explore various aspects of safety education, including common hazards in the home, outdoor safety, fire safety, and personal safety. Additionally, it will highlight effective strategies for implementing safety education in early childhood settings.1. IntroductionEarly childhood is a critical period in a child's development. During this time, children are highly susceptible to accidents and injuries due to their limited understanding of potential dangers. Safety education plays a crucial role in equipping children with the knowledge and skills to recognize and avoid hazardous situations. This paper will discuss the importance of early childhood safety education, its components, and strategies for effective implementation.2. The Significance of Early Childhood Safety Education2.1 Prevention of Accidents and InjuriesEarly childhood safety education aims to reduce the incidence of accidents and injuries among young children. By teaching them about potential hazards and how to avoid them, we can minimize the risk of accidents in their daily lives. This is particularly important in environments where children spend a significant amount of time, such as their homes, schools, and outdoor play areas.2.2 Development of Critical Thinking SkillsSafety education fosters critical thinking skills in young children. By encouraging them to analyze situations and make informed decisions, we can help them develop a sense of self-awareness and independence. Theseskills are essential not only for their safety but also for theiroverall growth and development.2.3 Building Confidence and ResilienceWhen children are equipped with the knowledge and skills to handle hazardous situations, they develop a sense of confidence and resilience. This confidence allows them to face challenges and adapt to new environments, which is crucial for their emotional and social development.3. Components of Early Childhood Safety Education3.1 Home SafetyHome safety is a crucial aspect of early childhood safety education. It involves identifying and eliminating potential hazards in the home environment. Some key areas to focus on include:- Electrical safety: Teach children about the dangers of electrical outlets, cords, and appliances.- Poison prevention: Store toxic substances out of reach and teach children about the importance of not ingesting unfamiliar objects.- Falls prevention: Ensure that stairs are safe, secure furniture is anchored, and windows have proper guards.3.2 Outdoor SafetyOutdoor safety education is essential for children who spend time in playgrounds, parks, and other outdoor settings. This includes:- Playground safety: Teach children about proper use of playground equipment, the importance of supervised play, and how to avoid dangerous situations.- Traffic safety: Educate children about pedestrian and bicycle safety, including the use of crosswalks, traffic signals, and proper behavior while on the road.3.3 Fire SafetyFire safety is a critical component of early childhood safety education. It involves teaching children about the dangers of fire and how to respond in case of an emergency. Key points include:- Recognizing smoke and fire alarms: Teach children to identify the sound of smoke and fire alarms and understand their purpose.- Escape routes: Discuss and practice escape routes from their home and other buildings.- Stop, drop, and roll: Teach children the importance of stopping, dropping to the ground, covering their face, and rolling over if their clothing catches fire.3.4 Personal SafetyPersonal safety education focuses on teaching children how to protect themselves from potential dangers, such as stranger danger, bullying, and abuse. Key points include:- Stranger danger: Teach children to trust their instincts and not to approach or accept gifts from strangers.- Bullying prevention: Educate children about the importance of standing up against bullying and seeking help when necessary.- Abuse prevention: Discuss the concept of privacy and teach children to tell a trusted adult if they feel uncomfortable or unsafe.4. Strategies for Implementing Early Childhood Safety Education4.1 Engage Children in Active LearningActive learning techniques, such as role-playing, games, and hands-on activities, can make safety education more engaging and memorable for young children. These methods allow them to learn through experience and develop a deeper understanding of safety concepts.4.2 Collaborate with Parents and CaregiversParents and caregivers play a vital role in early childhood safety education. By collaborating with them, educators can reinforce safetylessons and ensure consistency in the home environment. This may include providing parents with resources, hosting workshops, and maintaining open communication channels.4.3 Continuously Assess and Adapt Safety Education ProgramsRegularly assess the effectiveness of safety education programs and make necessary adjustments to meet the evolving needs of young children. This may involve incorporating new topics, updating resources, and seeking feedback from children, parents, and caregivers.5. ConclusionEarly childhood safety education is crucial for the well-being of young children. By teaching them about potential hazards and how to avoid them, we can reduce the risk of accidents and injuries, foster criticalthinking skills, and build confidence and resilience. Implementing effective safety education strategies in early childhood settings requires collaboration among parents, caregivers, and educators. By prioritizing safety education, we can create a safer and healthier environment for young children to grow and thrive.第2篇IntroductionChild safety is a crucial concern for parents, educators, and policymakers. Accidents and injuries among young children are prevalent, and early childhood safety education plays a vital role in reducingthese risks. This article aims to provide a comprehensive overview of early childhood safety education, including its importance, effective strategies, and implementation challenges.I. Importance of Early Childhood Safety Education1. Preventing accidents and injuries: Early childhood is a period when children are most vulnerable to accidents and injuries. Safety education can help children develop awareness and skills to prevent such incidents.2. Fostering healthy development: Safety education contributes to children's overall development by promoting problem-solving, critical thinking, and decision-making skills.3. Reducing healthcare costs: By preventing accidents and injuries, early childhood safety education can decrease the financial burden on families and healthcare systems.4. Enhancing parent-child communication: Safety education encourages parents and caregivers to engage in open discussions with children about potential hazards and protective measures, fostering stronger relationships.II. Effective Strategies for Early Childhood Safety Education1. Developmentally appropriate content: Safety education should be tailored to children's age, cognitive level, and physical abilities. Use simple language, visuals, and hands-on activities to convey safety messages.2. Parental involvement: Parents and caregivers should be actively involved in their children's safety education. Provide them with resources and training to support their efforts at home.3. School and community collaboration: Collaboration between schools, parents, and local communities is essential for effective safety education. Establish partnerships to implement coordinated programs and share resources.4. Curricula and lesson plans: Develop comprehensive curricula and lesson plans that cover various safety topics, such as fire safety, water safety, traffic safety, and poison prevention. Incorporate interactive activities, role-playing, and practical demonstrations.5. Role models: Encourage adults, including teachers, parents, and community members, to serve as positive role models by practicing safe behaviors and discussing safety concerns with children.6. Evaluation and continuous improvement: Regularly assess the effectiveness of safety education programs and make adjustments asneeded. Collect data on accident rates, parent and child satisfaction, and skill development to measure progress.III. Implementation Challenges and Solutions1. Resource allocation: Limited resources can hinder the implementation of effective safety education programs. Seek funding from government agencies, private organizations, and community partners to support program development and implementation.2. Teacher training: Ensure that teachers and caregivers receive adequate training on safety education principles and practices. Offer workshops, seminars, and ongoing support to enhance their skills.3. Parental engagement: Encourage parental involvement through newsletters, workshops, and home visits. Provide parents with practical tips and resources to reinforce safety messages at home.4. Cultural and linguistic considerations: Recognize and addresscultural and linguistic barriers to ensure that safety education is accessible to all children. Develop multilingual materials and collaborate with cultural organizations.5. Sustaining long-term commitment: Establish clear goals and expectations for safety education programs and promote a long-term commitment from stakeholders. Monitor progress and celebrate successes to maintain momentum.ConclusionEarly childhood safety education is essential for preventing accidents and injuries among young children. By adopting effective strategies and addressing implementation challenges, we can create a safer environment for children and promote their healthy development. Collaboration between parents, educators, and policymakers is crucial to ensure the success of safety education initiatives and build a safer future for our children.第3篇Abstract:This paper aims to discuss the significance of early childhood safety education and its role in shaping a safe and secure environment for young children. It highlights the various aspects of safety education, including fire safety, road safety, water safety, and personal safety. The paper also emphasizes the importance of parent-child communication, teacher-child interaction, and community involvement in promoting a safe environment for young children.1. IntroductionEarly childhood is a critical period in a child's development, where they are highly susceptible to accidents and injuries. Therefore, it is essential to provide them with adequate safety education to prevent such incidents. This paper aims to explore the importance of early childhood safety education, its various components, and the strategies to implement it effectively.2. Importance of Early Childhood Safety Education2.1 Preventing Accidents and InjuriesEarly childhood safety education plays a vital role in preventing accidents and injuries among young children. By equipping them with knowledge and skills, children can recognize potential hazards and avoid dangerous situations. This, in turn, reduces the risk of accidents and injuries, ensuring a safe and healthy environment for children.2.2 Fostering a Safe EnvironmentA safe environment is crucial for the overall development of young children. Early childhood safety education helps in creating a safe atmosphere where children can explore, learn, and grow without fear. It instills in them a sense of security, which is essential for their emotional and psychological well-being.2.3 Promoting Lifelong LearningSafety education in early childhood lays the foundation for lifelong learning. By acquiring safety skills and knowledge at a young age, children are more likely to adopt safe behaviors throughout their lives. This promotes a culture of safety in society, reducing the risk of accidents and injuries for all individuals.3. Components of Early Childhood Safety Education3.1 Fire SafetyFire safety education is essential for young children, as they are more vulnerable to fire-related accidents. This component of safety education includes teaching children about fire hazards, fire escape plans, and the importance of fire alarms. Activities such as fire drills and fire safety games can help children understand the importance of fire safety.3.2 Road SafetyRoad safety education is crucial for young children, as they are often accompanied by adults while crossing roads. This component includes teaching children about traffic rules, pedestrian safety, and the importance of wearing seat belts. Interactive activities, such as playing road safety games and role-playing, can help children understand road safety concepts.3.3 Water SafetyWater safety education is vital for children who live near water bodies or are exposed to swimming pools. This component includes teaching children about water hazards, drowning prevention, and the importance of adult supervision. Activities such as water safety songs and pool safety drills can help children develop water safety skills.3.4 Personal SafetyPersonal safety education is essential for young children, as they are more susceptible to abuse and exploitation. This component includes teaching children about stranger danger, personal boundaries, and the importance of reporting any inappropriate behavior. Interactiveactivities, such as personal safety stories and role-playing, can help children understand personal safety concepts.4. Strategies for Implementing Early Childhood Safety Education4.1 Parent-Child CommunicationEffective communication between parents and children is crucial for promoting safety education. Parents should engage in regular conversations with their children about safety, share their own experiences, and encourage open dialogue. This helps children develop a sense of trust and confidence in their parents, making them more receptive to safety education.4.2 Teacher-Child InteractionTeachers play a vital role in early childhood safety education. They should incorporate safety topics into their daily lessons, conduct safety activities, and provide a safe and supportive learning environment. Regular communication between teachers and parents can help ensure a consistent approach to safety education.4.3 Community InvolvementCommunity involvement is essential for promoting a safe environment for young children. Schools, parents, and local authorities should collaborate to organize safety workshops, distribute safety materials, and implement safety programs. This creates a collective responsibility for the well-being of children in the community.5. ConclusionEarly childhood safety education is a crucial component of a child's development, ensuring their safety and well-being. By focusing on various aspects of safety education, such as fire safety, road safety, water safety, and personal safety, we can create a safe and secure environment for young children. Effective strategies, including parent-child communication, teacher-child interaction, and community involvement, are essential for implementing early childhood safety education successfully. It is our collective responsibility toprioritize safety education and ensure that children grow up in a safe and nurturing environment.。
儿童英语论文范文10篇(全文)
儿童英语论文范文10篇(全文)儿童英语论文范文第1篇众所周知，英语作为通向世界的大门具有很重要的意义。
2022年奥运会在中国的举行，使得英语在今后的若干年都会是最为时尚和鉴定人们素质的最为重要的标准之一。
因此，母语非英语的人熟练掌握英语便成为现代人必备的素质。
另外对于幼儿到底应不应该学习外语，虽然还存在着争论，但是越来越多的专家表示幼儿确实有学好外语的潜力，并有研究表明幼儿期学英语比成年后再学习的效果好很多。
因此探索出一种切实有效的幼儿学习英语的方法是十分必要的。
加拿大圣·兰伯特的法语浸入式教学在20世纪70年代末取得了很大效果，引起了全国范围的轰动。
近十多年来，加拿大的法语浸入式教育已经成为许多国家效仿的榜样。
我国在1997年,引入了加拿大第二语言浸入式教学模式。
由我国对外贸易经济部、加拿大联邦政府国际开发署、我国国家教委和加拿大大学联合会共同批准，由加拿大联邦国际开发署资助的“中加大学合作巩固项目”于1996年启动。
其中一个项目为“妇女和少数民族教育研究”，共有两国八所大学为项目单位。
在这个项目的少数民族双语研究中，加方专家系统地引进了加拿大各语种第二语言浸入式教育的理论和实践。
此项目先后在西安、广州、深圳、江门、惠州等城市的十余所幼儿园进行，同时我国许多教育研究机构也开始探索英语浸入式教学法在我国的推广。
那么这种教学方法是否有效？是否适合中国？我国是否应该全面推广浸入式教学模式？本文将对以上问题进行详细论述。
二、概念的界定英语浸入式（EnglishImmersion）教学：是指用英语作为教学语言的教学与课程模式，即儿童在园的全部或一半时间内“浸泡”在英语环境中；教师只用英语面对幼儿，不用母语做中介，而且部分学科课程也要用英语来讲授。
英语不仅是学习的内容，而且是学习的工具。
①这种模式是借鉴加拿语浸入式的成功经验，在第二语言习得理论的基础上，结合生理学、语言学、心理学的研究成果创造的一种具有中国本土化特色的新的幼儿英语教学模式。
幼儿园小班语言教育参考文献
幼儿园小班语言教育参考文献我很高兴为您提供幼儿园小班语言教育方面的参考文献。
以下是一些与幼儿园小班语言教育相关的重要文献和研究成果。
我们将这些文献按照作者和出版年份进行分类。
1. 研究成果：【1】 Helmericks, N. L., & Paula, W. (2013). The Language-Rich Classroom: A Research-Based Framework for Teaching English Language Learners. ASCD.【2】 Pia, C. (2012). The Language-Rich Classroom: A Comfortable Place to Learn. Christopher-Gordon Publishers, Incorporated.【3】 Panos, A. (2011). The Early Childhood Literacy Handbook: Making Sense of Language and Literacy Practices in Pre-School. Tower Press.【4】 Collins-Simpson, S., Troseth, G. L., Levin, D., Kind, M., & Gururangan, C. (2019). Factors influencing children's languagedevelopment in preschool classrooms. Early Childhood Research Quarterly, 46, 197-210.【5】 Neuman, S. B., & Dickinson, D. K. (2015). Handbook of Early Literacy Research. Guilford Publications.【6】 Sulzby, E., & Teale, W. H. (1996). Emergent literacy: Writing and reading (Vol. 3). Abilene Christian University Press.【7】 Vygotsky, L. S., & Vygotskiĭ, L. S. (1986). Thought and language (Vol. 14). MIT press.【8】 Christie, J. F. (2014). Play and pedagogy in early childhood: Bending the rules. Routledge.【9】 Snow, C. E., & Dickinson, D. K. (Eds.). (2016). Handbook of early childhood literacy. Guilford Publications.2. 研究论文：【1】 Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child development, 69(3), 848-872.【2】 Dickinson, D. K., & Tabors, P. O. (Eds.). (2020). Beginning literacy with language: Young children learning at home and school. Paul H Brookes Publishing.【3】 Zembylas, M., & Vrasidas, C. (Eds.). (2005). Multiple perspectives on problem solving and learning in the digital age. IGI Global.【4】 Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing.【5】 Yaden, D. B., & Barbieri, C. (2020). Supporting young children's language and literacy development through interactive writing. Early Childhood Education Journal, 48(4), 493-503.【6】 Kaderavek, J. N., & Sulzby, E. (2002). A play and language intervention for two-year-old children. Language, speech, and hearing services in schools, 33(2), 153-165.【7】 Sulzby, E. (1985). Children's emergent reading of favoritestorybooks: A developmental study. Reading research quarterly, 120-134.【8】 Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Harvard University Press.3. 幼儿园语言教育指南和手册：【1】重庆市教育局. (2014). 幼儿园语言教育指南. 语文月报社.【2】刘光明. (2011). 幼儿园语文教育指导手册. 人民教育出版社.【3】薛智泉. (2008). 幼儿园语言教育指南. 语文月报社.【4】杨乃文. (2014). 幼儿园语文教学指南. 广西师范大学出版社.【5】方凤斯. (2016). 幼儿园语言教育指导手册. 北京师范大学出版社.以上是一些关于幼儿园小班语言教育的重要文献和研究成果，这些文献包括专业研究、教育理论、实证研究等，可以提供给教师和研究人员作为参考。
幼儿园英语教育参考文献
幼儿园英语教育参考文献1. 引言幼儿园英语教育是培养幼儿英语语言能力和跨文化交际能力的重要环节。
本文旨在通过调研和总结相关文献，探讨幼儿园英语教育的重要性、目标、教育方法和评估标准，为幼儿园教师和教育研究者提供参考。
2. 幼儿园英语教育的重要性幼儿园英语教育对幼儿的语言发展、认知能力、跨文化意识和社交技能等方面具有重要影响。
根据文献研究结果，幼儿园英语教育的重要性主要体现在以下几个方面：2.1 提前学习英语的优势早期英语学习有助于儿童形成良好的语音、语调和语感，提高语言习得的灵敏度，激发幼儿语言学习的兴趣和自信心。
2.2 促进认知发展英语教育可以刺激幼儿的脑部发育，提高他们的注意力、记忆力、思维能力和问题解决能力。
同时，学习英语还可以培养幼儿的观察力、分类能力和创造力。
2.3 培养跨文化意识幼儿园英语教育可以帮助幼儿了解世界各地不同文化的人，习俗和传统。
通过接触不同的文化，幼儿可以培养出包容性思维和跨文化交际的能力。
2.4 发展社交技能通过英语教育，幼儿可以与其他幼儿进行合作和交流，培养他们的社会技能、团队合作精神和沟通能力。
3. 幼儿园英语教育的目标幼儿园英语教育的目标是提高幼儿的英语语言水平，培养他们的跨文化交际能力。
根据相关文献，幼儿园英语教育的目标主要包括以下几个方面：3.1 培养语言运用能力通过英语教育，幼儿应具备基础的英语听、说、读、写能力，能够运用英语进行日常生活交际。
3.2 培养文化意识幼儿园英语教育应当使幼儿了解和尊重其他文化，并培养他们的跨文化沟通能力。
幼儿应当有能力使用英语了解和交流来自不同文化的信息。
3.3 培养学习策略幼儿应当学会运用不同的学习策略，如观察、模仿和创造，提高自主学习的能力。
4. 幼儿园英语教育的教育方法幼儿园英语教育应采用多元化、趣味性和互动性的教育方法，激发幼儿的学习兴趣和积极性。
以下是一些常见的幼儿园英语教育教育方法：4.1 游戏教学法游戏是幼儿喜爱的活动，可以通过游戏引导幼儿学习英语。
幼儿园小班语言教学活动设计研究外文参考文献
幼儿园小班语言教学活动设计研究外文参考文献在研究幼儿园小班语言教学活动设计的过程中，我们不可避免需要参考已有的外文文献，以便更好理解和探讨这一主题。
下面我将共享一些我个人在研究过程中所找到并认为有价值的外文参考文献。
1. Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Kindergarten teachers developing language and literacy with kindergarten children. Reading and Writing: An Interdisciplinary Journal, 12(1-2), 77-104.这篇文章探讨了幼儿园教师在与幼儿一起发展语言和识字能力方面所做的工作。
文章强调了教师的角色，以及教师在设计语言教学活动时需要考虑的因素。
作者提出了许多实用的教学策略和方法，这对于幼儿园小班语言教学活动的设计具有很大的参考价值。
2. Scott, B., McGuire, J., & Shaw, K. (2008). Literacy practices of effective and ineffective kindergarten teachers. Reading Research Quarterly, 43(4), 389-416.这篇文章通过对有效和无效幼儿园教师的识字实践进行比较研究，分析了教师在语言教学活动设计中的差异。
研究发现，有效的教师在教学活动设计上更加注重个性化教学和学生参与，而无效教师往往忽视了这些方面。
这对于我们设计幼儿园小班语言教学活动时提供了很好的借鉴和警示。
3. Neuman, S. B., & Roskos, K. (1993). Language and literacy learning in the early years: An integrated approach. Allyn & Bacon.这本书系统介绍了幼儿园阶段语言和识字学习的整体方法。
中西方儿童教育的英文参考文献
中西方儿童教育的英文参考文献[1] 李雪晗. “幼儿园选择”问题的深层含义及其社会学思考[j]. 当代学前教育. (03)[2] the child care and development block grant:background and fundin.[3] sheridan,s.,schuster,k.evaluation of pedagogical quality in early childhood education:across national perspective. journal of research in childhood education .[4] powell.families and childhood programs. .[5] 胡彩云，李志宇. 城乡家长对幼儿园希望的比较[j]. 学前教育研究. (06)[6] 连�h，马玉俊. 浅析父母对托幼机构的教育需求[j]. 科教文汇(下旬刊). (11)[7] 李江帆，主编.教育服务产品理论研究[m]. 中山大学出版社，[8] 徐晓东，邵文其，洪仙瑜等着.社会转型与办学体制创新[m]. 浙江大学出版社，[9] 朱家雄着.幼儿园课程[m]. 华东师范大学出版社，[10] jane king teleki,sherry buck-gomez. child care and early education: satisfaction with services among rural families[j]. early childhood education journal . (3)[11] bernard spodek. reform of chinese kindergartens: the preparation of kindergarten teachers[j]. early child development and care . (1)[12] 张丽娟着.儿童教育与幼儿园管理研究[m]. 河北人民出版社，[13] 比尔・约翰逊(biljohnson)着，李雁冰Briare.学生整体表现测评手册[m]. 华东师范大学出版社，[14] 潘月娟，刘焱. 美国托幼机构教育质量研究述评[j]. 比较教育研究. (08)[15] 刘晓晔. 对家长学前教育价值观的调查与思索[j]. 学前教育研究. (04)[16] 邢利娅，白星瑞. 建国后我国学前教育政策价值取向的演变[j]. 学前教育研究.(03)[1] 亢晓梅. 师生课堂互动类型理论比较研究[j]. 比较教育研究, ,(04) .[2] 俞国良,罗晓路. 教师教学效能感相关因素研究[j]. 北京师范大学学报(人文社会科学版), ,(01) .[3] 辛涛,申继亮. 论教师的教育观念[j]. 北京师范大学学报(社会科学版), ,(01) .[4] 伊文婷. 师范生教师职业信仰的近况、理由与对策[j]. 福建教育学院学报, ,(04) .[5] 俞国良,辛力行,林崇德. 思考训练就是提升教师素质的有效途径[j]. 高等师范教育研究, ,(04) .[6] 林正范,徐丽华. 对教师研究的认识[j]. 教师教育研究, ,(02) .[7] 高潇怡,庞丽娟. 教师的儿童自学观与其教育的关系研究[j]. 教师教育研究, ,(03) .[8] 任淑萍. 新课标下历史教师的转变[j]. 晋东南师范专科学校学报, ,(03) .[9] 史献平. 教师信仰:实行素质教育的内动力[j]. 江苏教育学院学报(社会科学版), ,(01) .[10] 辛涛,申继亮,林崇德. 教师自我效能感与学校因素关系的研究[j]. 教育研究, ,(10) .[11] 石中英.论教育课堂教学的逻辑[j]. 教育研究, ,(01) .[12] 肖川. 作为理想主义者的'教师[j]. 辽宁教育, ,(z1) .[13] 刘莉,杨艳芳. 教师教育信念研究综述[j]. 内蒙古师范大学学报(教育科学版), ,(12) .[14] 黄乾玉. 论教师的教育信仰及教师的教育幸福[j]. 黔东南民族师范高等专科学校学报, ,(01) .[15] 吕国光,王嘉毅. 中小学教师新课程信念的调查研究[j]. 当代教育科学, ,(13) .[16] 姜美玲. 课程革新情境中的教师信念与教学实践:叙事探究[j]. 当代教育科学, ,(20) .[17] 王永跃. 从支配至积极支持:建构主义视野中的教师[j]. 陕西师范大学学报(哲学社会科学版), ,(s1) .[18] 康武. 信念――数学教师的方向性不足[j]. 数学教育学报, ,(02) .[19] 林智中,张爽. 如何通过质化研究探究教师的信念[j]. 全球教育展望未来, ,(08) .[20] 任永泽. 我们现代需要样的儿童观[j]. 现代教育论丛, ,(04) .。
幼儿英语论文参考文献[Word文档]
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下面是小编为大家提供的关于幼儿英语论文的，内容如下：【幼儿英语论文参考文献一】[1] 高敏.幼儿英语教育[M].上海：华东师范大学出版社,2007[2] Flege(1987).A critical period for learning to pronounce foreign language .Applied Linguistics.1993.[3] [意大利]蒙台梭利.任代文主译校.蒙台梭利幼儿教育科学方法[M].北京：,人民教育出版社，1993年版.[4] 吴牧之.学前儿童英语教育研究综述[J].中国双语教育网,2004.[5] [美国]乔姆斯基.乔姆斯基语言哲学文选[M].北京：商务印书馆，1992.[6] 林泳海.幼儿教育心理学[M].北京：商务印书馆，2007.[7] 束定芳，庄智象.现代外语教学—理论、实践与方法[M].上海：上海外语教育出版社，1996.[8] 强海燕，赵琳，西格尔.幼儿英语浸入式教育活动[M].陕西：西安交通大学出版社，2000.[9] 哈默，田贵森.怎样教英语[M].北京：北京外语教学研究出版社，2002.[10] 边静.TPR教学法在儿童英语学习中的运用[M].宿州学院学报，2007.8.[11] 孟云.幼儿园双语教育研究—基于昆明市幼儿园英语教育调查[D].云南:云南师范大学,2006.[12] 狄飞.幼儿英语浸入式教学的研究与试验 [D].甘肃：西北师范大学,2001.[13] 颜晓芳.学前儿童英语启蒙教育的误区[J].广西教育学院学报,2004,4.[14] 仲伟秀.幼儿英语教育存在的问题及解决策略[J].呼伦贝尔学院学报，2006，8.[15] Jack Richard.Longman Dictionary of Applied Linguistics[M]. Longman : Longman press,1985.[16] John Lybolt，Catherine Gottfried.Promoting pre—school Language[M].INTERNATIONAL ACADEMY OF EDUCATION,2003.【幼儿英语论文参考文献二】1、《幼儿园教育》，李季湄、肖湘宁，北京师范大学出版社，1995年版。
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参考文献
[1] 高敏．幼儿英语教育[M]．上海：华东师范大学出版社,2007
[2] Flege(1987)．A critical period for learning to pronounce foreign language ．Applied Linguistics．1993．
[3] [意大利]蒙台梭利．任代文主译校．蒙台梭利幼儿教育科学方法[M]．北京：,人民教育出版社，1993年版．
[4] 吴牧之．学前儿童英语教育研究综述[J]．中国双语教育网,2004．
[5] [美国]乔姆斯基．乔姆斯基语言哲学文选[M]．北京：商务印书馆，1992．
[6] 林泳海．幼儿教育心理学[M]．北京：商务印书馆，2007．
[7] 束定芳，庄智象．现代外语教学—理论、实践与方法[M]．上海：上海外语教育出版社，1996．
[8] 强海燕，赵琳，西格尔．幼儿英语浸入式教育活动[M]．陕西：西安交通大学出版社，2000．
[9] 哈默，田贵森．怎样教英语[M]．北京：北京外语教学研究出版社，2002．
[10] 边静．TPR教学法在儿童英语学习中的运用[M]．宿州学院学报，2007．8．
[11] 孟云.幼儿园双语教育研究—基于昆明市幼儿园英语教育调查[D].云南:云南师范大学,2006.
[12] 狄飞.幼儿英语浸入式教学的研究与试验[D].甘肃：西北师范大学,2001.
[13] 颜晓芳.学前儿童英语启蒙教育的误区[J].广西教育学院学报,2004,4.
[14] 仲伟秀.幼儿英语教育存在的问题及解决策略[J].呼伦贝尔学院学报，2006，8.
[15] Jack Richard．Longman Dictionary of Applied Linguistics[M]. Longman : Longman press,1985．
[16] John Lybolt，Catherine Gottfried．Promoting pre—school Language[M]．INTERNA TIONAL ACADEMY OF EDUCATION,2003．。