發(fā)布時間：2018-01-18 07:01

  本文關(guān)鍵詞：論幼兒園教學(xué)的非語言藝術(shù)　出處：《華中師范大學(xué)》2006年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 幼兒園 教學(xué) 非語言藝術(shù)

【摘要】：幼兒園教師是教學(xué)活動的主體之一,教師的教學(xué)藝術(shù)直接影響到課堂教學(xué)中的師生關(guān)系和教學(xué)質(zhì)量。教學(xué)藝術(shù)又包括語言藝術(shù)和非語言藝術(shù)兩個方面,這兩種形式是相互聯(lián)系、相互依賴和互為補(bǔ)充的關(guān)系。一方面,幼兒園教學(xué)語言藝術(shù)是教師提高教育教學(xué)質(zhì)量的基本技能,也是構(gòu)成幼兒園教學(xué)藝術(shù)的關(guān)鍵因素。另一方面,幼兒園教學(xué)非語言藝術(shù)在教學(xué)過程中也有著極其重要的作用。因?yàn)橛變簳r期心理活動具有無意性和形象性的特點(diǎn),而教學(xué)非語言藝術(shù)是教師用動作、姿態(tài)、目光、眼神等形象的體態(tài)語言與幼兒進(jìn)行思想和情感的交流,有效完成教學(xué)目標(biāo)的重要方法。因此,教學(xué)非語言藝術(shù)在教學(xué)過程中起著不可替代的作用。 美國心理學(xué)家羅伯特。布魯克斯曾說“體態(tài)語言對于教師幫助學(xué)生保持長時注意以便完成任務(wù)而言,不失為一種強(qiáng)有力的措施�！�20世紀(jì)70年代以來,教育界開始重視非語言教學(xué)藝術(shù)即體態(tài)語言的研究,即運(yùn)用社會學(xué)和心理學(xué)的理論知識,研究在教育活動中教師的體態(tài)語言即教師的動作、姿態(tài)、目光、眼神等非言語信號對教學(xué)活動的影響。在本篇論文中,筆者重點(diǎn)從以下幾個方面探討和論述了有關(guān)幼兒園教師教學(xué)非語言藝術(shù)的問題:即幼兒園教學(xué)非語言藝術(shù)的含義,教學(xué)非語言藝術(shù)的類型及技巧,教學(xué)非語言藝術(shù)的作用,教學(xué)非語言藝術(shù)的評價及要求等。教學(xué)非語言藝術(shù)是幼兒園教學(xué)藝術(shù)的靈魂,有效運(yùn)用教學(xué)非語言藝術(shù)才能更好地完成教學(xué)任務(wù),建立良好的師生關(guān)系,形成獨(dú)特的教學(xué)風(fēng)格,提高幼兒園教師的教學(xué)藝術(shù)和教學(xué)質(zhì)量。
[Abstract]:Kindergarten teachers are one of the main body of teaching activities. Teachers' teaching art directly affects the teacher-student relationship and teaching quality in classroom teaching. Teaching art includes two aspects: language art and non-language art. On the one hand, kindergarten language art is the basic skill for teachers to improve the quality of education and teaching. It is also the key factor of kindergarten teaching art. Kindergarten teaching non-language art also plays an extremely important role in the teaching process, because psychological activities in early childhood have the characteristics of unintentional and visualized, and the teaching non-language art is the teacher's action and posture. The visual body language of eyes and eyes is an important method to communicate with children's thoughts and emotions, and to accomplish the teaching goal effectively. Therefore, teaching non-language art plays an irreplaceable role in the teaching process. Robert Brooks, an American psychologist, once said, "body language is for teachers to help students maintain long hours of attention in order to complete their tasks." Since 1970s, the educational circles have begun to attach importance to the study of the art of non-language teaching, that is, the study of body language, that is, using the theoretical knowledge of sociology and psychology. This paper studies the influence of the teacher's body language, that is, the teacher's actions, gestures, eyes, eyes and other nonverbal signals on the teaching activities in the educational activities. The author focuses on the following aspects to discuss and discuss the teaching of non-verbal art of kindergarten teachers: the meaning of non-verbal art in kindergarten teaching, the types and skills of teaching non-language art. Teaching non-language art is the soul of kindergarten teaching art, the effective use of teaching non-language art can better complete the teaching task. To establish a good relationship between teachers and students, to form a unique teaching style, and to improve the teaching art and teaching quality of kindergarten teachers.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2006
【分類號】：G612

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 葉平枝;容喜;溫嘉賢;;幼兒教師日常教學(xué)非言語評價行為的現(xiàn)狀與問題[J];廣州大學(xué)學(xué)報(社會科學(xué)版);2011年03期

2 季燕;;師幼體態(tài)語言交往研究[J];教育評論;2013年04期

相關(guān)碩士學(xué)位論文 前2條

1 楊素琴;幼兒園藝術(shù)教學(xué)活動中對幼兒評價存在的問題與對策研究[D];湖南師范大學(xué);2008年

2 李頌;幼兒教育中的非言語傳播教學(xué)研究[D];上海師范大學(xué);2012年

，

本文編號：1439916