本文選題：幼兒教師　切入點(diǎn)：獎勵　出處：《西北師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

【摘要】： 獎勵在幼兒園教育過程中具有必要性,它以符合幼兒年齡特點(diǎn)的方式強(qiáng)化幼兒的良好行為,使幼兒獲得自信和愉悅感,從而不斷的重復(fù)和保持這些良好的行為。而關(guān)于幼兒園教師對幼兒獎勵策略的研究則可以通過對實際情況的研究分析,發(fā)現(xiàn)問題,總結(jié)經(jīng)驗,提高作為獎勵主體的幼兒教師在日常教學(xué)過程中對幼兒獎勵策略運(yùn)用的有效性。 本研究對幼兒獎勵策略的實踐調(diào)查發(fā)現(xiàn):在教學(xué)實踐過程中教師肯定獎勵策略的教育價值;教師對于獎勵概念的理解正確;但也認(rèn)識到了獎勵的一些負(fù)面功能;教師以獎勵作為幼兒教育的主要輔助措施;教師能夠根據(jù)符合幼兒身心發(fā)展特點(diǎn)的形式對其進(jìn)行獎勵;教師運(yùn)用獎勵策略的能力在實踐中不斷提高。 但幼兒園教師運(yùn)用獎勵策略的過程中也存在著問題:部分教師對于獎勵目的的認(rèn)識存在偏差;獎勵內(nèi)容中對于幼兒品德與社會性發(fā)展方面的獎勵較少;教師在對幼兒實施獎勵時忽視了獎勵的“質(zhì)”,忽視了幼兒的內(nèi)在動機(jī);獎勵缺乏明確的獎勵標(biāo)準(zhǔn),缺乏獎勵理論知識體系的引領(lǐng)�？偟膩碚f,教師對幼兒獎勵策略的運(yùn)用能力還有待提高。 通過本研究的調(diào)查與分析,筆者認(rèn)為幼兒園教師在獎勵策略的運(yùn)用過程中應(yīng)樹立正確的獎勵目的、明確獎勵功能;獎勵的內(nèi)容要全面,品德與社會性發(fā)展方面的品質(zhì)應(yīng)受到重視;獎勵要有個體差異性,適當(dāng)增加縱向比較的比例;獎勵要注重效果,關(guān)注獎勵的“質(zhì)量”;獎勵要面對全體的幼兒,關(guān)注幼兒的內(nèi)在動機(jī);獎勵要制定科學(xué)的標(biāo)準(zhǔn),建立符合幼兒身心發(fā)展特點(diǎn)的獎勵體系。
[Abstract]:Rewards are necessary in the process of kindergarten education, which reinforce the good behaviour of young children in a manner consistent with their age characteristics and enable them to gain self-confidence and a sense of pleasure. In order to repeat and maintain these good behaviors, the research on kindergarten teachers' reward strategies for young children can find problems and sum up experiences through the research and analysis of actual situation. To improve the effectiveness of the application of the reward strategy in the daily teaching process. In this study, it is found that in the process of teaching practice, teachers affirm the educational value of reward strategies, teachers have a correct understanding of the concept of rewards, but they also recognize some negative functions of rewards. Teachers take reward as the main auxiliary measure of early childhood education; teachers can reward children according to the characteristics of their physical and mental development; the ability of teachers to use reward strategies is constantly improved in practice. However, there are still some problems in the process of applying the reward strategy to kindergarten teachers: some teachers have deviations in their understanding of the purpose of reward, less rewards for children's moral character and social development in the content of rewards; Teachers ignore the "quality" of the reward and the intrinsic motivation of the child, and the reward lacks the clear reward standard and the guidance of the knowledge system of the reward theory. The ability of teachers to use the reward strategy for young children needs to be improved. Through the investigation and analysis of this study, the author thinks that the kindergarten teachers should set up the correct purpose of reward in the process of applying the reward strategy, make clear the reward function, and the content of the reward should be comprehensive, The quality of moral character and social development should be valued; the reward should have individual difference and increase the proportion of vertical comparison appropriately; the reward should pay attention to the effect and pay attention to the "quality" of the reward; the reward should face all the young children. Pay attention to the intrinsic motivation of young children, and set up scientific standard and reward system according to the characteristics of children's physical and mental development.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G615

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 黃桃花;小學(xué)生獎勵機(jī)制的個案研究[D];江西師范大學(xué);2011年

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本文編號：1571362