本文關(guān)鍵詞：幼兒行為“失范”情境下的教師應(yīng)對(duì)策略研究　出處：《東北師范大學(xué)》2006年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】： 本研究采用質(zhì)的研究方法,通過(guò)現(xiàn)場(chǎng)觀察、訪談收集資料,深入分析了“‘失范’-策略”行為事件的過(guò)程,通過(guò)對(duì)幼兒“失范”行為產(chǎn)生的原因分析,得出兩方面的結(jié)論:其一是幼兒內(nèi)部原因,包括認(rèn)知水平的限制、幼兒的情緒特點(diǎn)、幼兒的能力限制;其二是幼兒外部原因,包括規(guī)范本身、活動(dòng)環(huán)境、教育活動(dòng)的不適宜。 通過(guò)對(duì)教師策略行為的分析,得出以下幾個(gè)結(jié)論:首先,教師策略的特點(diǎn)為規(guī)范-控制型策略占主導(dǎo);其次,教師在處理一個(gè)“失范”情境時(shí)通常是一個(gè)策略群、針對(duì)不同情境中的同一“失范”行為,不同教師有不同的策略,反應(yīng)出策略的靈活性;再次,由于教育理念、管理模式等的不同,教師的應(yīng)對(duì)策略也具有明顯的差別。 針對(duì)幼兒“失范”行為和教師使用的相關(guān)策略的現(xiàn)狀,筆者對(duì)教師提出了教育建議:一是注重規(guī)范本身的合理性,包括對(duì)規(guī)范步驟的民主性、規(guī)范內(nèi)容的合理性、規(guī)范實(shí)施的平等性進(jìn)行審視和改變;二是教師對(duì)自己處理幼兒“失范”行為的策略進(jìn)行反思和學(xué)習(xí)。
[Abstract]:This research adopts qualitative research method, through on-the-spot observation, interview to collect the data, deeply analyzed the process of the behavior event of "deform-strategy", through the analysis of the cause of the children's "abnormal" behavior. Two conclusions are drawn: one is the internal reasons of children, including the limitation of cognitive level, the emotional characteristics of children, and the limitation of children's ability; The second is the children's external reasons, including the norms themselves, the activity environment, the inappropriate educational activities. Based on the analysis of teacher strategy behavior, the following conclusions are drawn: firstly, the characteristics of teacher strategy are norm-control strategy; Secondly, teachers are usually a group of strategies when dealing with a "anomie" situation. Different teachers have different strategies to reflect the flexibility of strategies in view of the same "abnormal" behavior in different situations. Thirdly, due to the different educational concepts and management models, teachers' coping strategies are different. In view of the current situation of children's "abnormal" behavior and teachers' use of relevant strategies, the author puts forward educational suggestions to teachers: first, pay attention to the rationality of the norms themselves, including the democratic nature of the normative steps. The rationality of the normative content, the equality of the implementation of the norms to examine and change; Second, teachers reflect on and learn from their own strategies to deal with children's "abnormal" behavior.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類(lèi)號(hào)】：G610

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 于影麗;孫瑞莉;;幼兒“失范”行為管理中的教師教育行為問(wèn)題反思[J];教育導(dǎo)刊(下半月);2012年10期

相關(guān)碩士學(xué)位論文 前4條

1 姜銳;教師應(yīng)對(duì)幼兒違紀(jì)行為的現(xiàn)狀分析及策略研究[D];江西師范大學(xué);2010年

2 張小翠;幼兒園班級(jí)規(guī)則教育[D];重慶師范大學(xué);2011年

3 王涪蓉;幼兒園班級(jí)活動(dòng)規(guī)則及其習(xí)得研究[D];西南大學(xué);2010年

4 池小亮;中班集體教學(xué)活動(dòng)中幼兒行為“失范”情境下的教師言語(yǔ)策略[D];河北大學(xué);2013年

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本文編號(hào)：1439332