本文選題：幼兒園　切入點(diǎn)：表演游戲　出處：《西南師范大學(xué)》2004年碩士論文

【摘要】：游戲是對(duì)幼兒進(jìn)行體、智、德、美等全面發(fā)展教育的有力手段，幼兒園教育以游戲?yàn)榛净顒?dòng)。表演游戲是創(chuàng)造性游戲的一種，是深受幼兒喜愛(ài)的一種游戲。自二十世紀(jì)九十年代以后，游戲在我國(guó)逐漸引起重視，游戲研究成果也呈逐年上升趨勢(shì)。但就表演游戲研究而言，理論描述多，實(shí)證研究少；一般論述多，活動(dòng)針對(duì)性和年齡針對(duì)性弱。在目前幼兒園教育實(shí)踐中，表演游戲的開(kāi)展?fàn)顩r也不容樂(lè)觀。本研究采用問(wèn)卷調(diào)查法、觀察法、訪談法等方法，對(duì)重慶市主城區(qū)23所幼兒園表演游戲的現(xiàn)狀進(jìn)行了研究。 本研究表明，重慶市主城區(qū)幼兒園教師在幼兒園表演游戲中觀念層面和行為層面都存在一些問(wèn)題。觀念層面的問(wèn)題表現(xiàn)為：教師不能正確理解表演游戲的概念、不能正確理解表演游戲的價(jià)值、不能正確理解表演游戲中的師幼關(guān)系；行為層面的問(wèn)題表現(xiàn)為：文學(xué)作品的選擇遵循“教材中心”和“教師中心”；游戲組織與實(shí)施忽視幼兒的興趣與需要，，控制程度高，指導(dǎo)不夠深入，針對(duì)性不強(qiáng)；表演游戲評(píng)價(jià)以結(jié)果評(píng)價(jià)為主，評(píng)價(jià)程序化。 問(wèn)題存在的主要原因在于：對(duì)表演游戲概念理解模糊影響表演游戲的開(kāi)展；對(duì)兒童語(yǔ)言發(fā)展的認(rèn)知影響教師對(duì)表演游戲功能的定位；對(duì)游戲與學(xué)習(xí)、教學(xué)與游戲間關(guān)系的認(rèn)識(shí)影響表演游戲的運(yùn)用與指導(dǎo)；對(duì)主體性教育認(rèn)識(shí)不清影響幼兒在表演游戲中主體性的發(fā)揮。 針對(duì)重慶市主城區(qū)幼兒園表演游戲開(kāi)展的現(xiàn)狀，文章從觀念層面與行為層面提出了一些思考。觀念層面：尊重幼兒自主游戲的權(quán)利；正確認(rèn)識(shí)表演游戲中的師幼關(guān)系；正確認(rèn)識(shí)與處理表演游戲中的主題生成與預(yù)設(shè)的關(guān)系；正確認(rèn)識(shí)表演游戲與幼兒園課程與教學(xué)的關(guān)系。行為層面：師幼共同生成合適的表演游戲主題；提高教師靈活指導(dǎo)表演游戲的能力；提高教師對(duì)表演游戲的評(píng)價(jià)能力；在參與和反思中促進(jìn)教師的專(zhuān)業(yè)成長(zhǎng)；加強(qiáng)家園合作。
[Abstract]:Play is a powerful means for the all-round development of children's body, intelligence, morality, beauty and so on. The kindergarten education takes the game as the basic activity.Acting game is a kind of creative game, which is deeply loved by children.Since 1990's, the game has attracted more and more attention in our country, and the research results of the game have been rising year by year.However, there are more theoretical descriptions and less empirical studies in the study of performance games; generally, there is more discussion, and the pertinence of activities and age is weak.In the present kindergarten education practice, the performance game development condition also is not optimistic.The present situation of performing games in 23 kindergartens in Chongqing was studied by means of questionnaire survey, observation and interview.This study shows that there are some problems in the concept and behavior of kindergarten teachers in the main urban area of Chongqing.The problems in concept level are as follows: teachers can not correctly understand the concept of performance games, the value of performance games, and the relationship between teachers and children in performance games;The behavioral problems are as follows: the choice of literary works follows "textbook center" and "teacher center", the organization and implementation of games ignore the interests and needs of young children, the degree of control is high, the guidance is not deep enough, and the pertinence is not strong;The evaluation of the performance game is mainly based on the result evaluation, and the evaluation is programmed.The main reasons for the problems lie in the following aspects: the vague understanding of the concept of the performance game affects the development of the performance game; the cognition of the children's language development affects the teachers' orientation of the function of the performance game;The understanding of the relationship between teaching and play affects the use and guidance of the performance game, and the lack of understanding of the subjective education affects the play of the subjectivity of the child in the performance game.In view of the present situation of performing games in kindergartens in Chongqing, this paper puts forward some thoughts from the aspects of concept and behavior.Concept level: respecting the rights of children's autonomous play; correctly understanding the teacher-child relationship in performing games; correctly understanding and handling the relationship between theme generation and presupposition in performing games; and correctly understanding the relationship between performing games and kindergarten curriculum and teaching.Behavioral level: teachers and children jointly generate appropriate performance game themes; improve teachers' ability to flexibly guide performance games; improve teachers' ability to evaluate performance games; promote teachers' professional growth in participation and reflection; strengthen cooperation in their homes.
【學(xué)位授予單位】：西南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類(lèi)號(hào)】：G613

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前5條

1 張麗莎;湖南省幼兒基本體操開(kāi)展現(xiàn)狀及對(duì)策研究[D];湖南師范大學(xué);2011年

2 張穎;廣州市幼兒團(tuán)體操活動(dòng)的現(xiàn)狀分析與對(duì)策研究[D];華南師范大學(xué);2007年

3 李傳英;幼兒園假裝游戲現(xiàn)況研究及對(duì)之開(kāi)發(fā)和利用的構(gòu)想[D];西南大學(xué);2008年

4 肖華鋒;表演游戲促進(jìn)大班幼兒情緒理解能力的行動(dòng)研究[D];河南大學(xué);2012年

5 薩日娜;內(nèi)蒙古巴彥淖爾市臨河區(qū)幼兒園游戲活動(dòng)開(kāi)展現(xiàn)狀的調(diào)查研究[D];內(nèi)蒙古師范大學(xué);2012年

本文編號(hào)：1701631