本文選題：集體教學活動　切入點：被忽略幼兒　出處：《西北師范大學》2008年碩士論文

【摘要】： 集體教學是當前我國幼兒園教學中應用最多的一種組織形式,在我國幼兒園普遍存在大班額的現狀下,集體教學活動中存在被忽略幼兒似乎是不可避免的現象,但我們必須認識到教師的忽略會給幼兒帶來心理上的傷害和極大的負面影響,因此非常有必要及早關注這些被忽略的幼兒并采取相應的措施予以幫助。 本研究采用了質的研究方法,以幼兒園集體教學活動為情境,選取蘭州市某幼兒園大班的三名被忽略幼兒為研究對象,通過對三名被忽略幼兒在集體教學活動和自由游戲活動時的行為表現的觀察記錄,并結合多節(jié)集體教學活動的現場實錄以及對研究對象帶班教師和家長的訪談,對導致幼兒在集體教學活動中被忽略的原因進行了多角度、多層次的分析。 研究發(fā)現,導致幼兒在集體教學活動中被忽略的原因主要涉及到活動室環(huán)境、教師以及幼兒自身特征等三個方面。具體來說如班級規(guī)模過大、幼兒座位排列不科學、教師陳舊的教育觀念和不正確的兒童觀以及單調枯燥的教學方法和單一的互動方式都是導致幼兒在集體教學活動中被忽略的原因所在,同時不容忽視的是幼兒家長不當的教養(yǎng)方式和功利的教育觀念也是導致幼兒被忽略的一個間接原因。 在分析、總結被忽略幼兒形成原因的基礎上,研究者對幼兒園管理者、幼兒教師、幼兒家長提出如下建議: 1.給幼兒園管理者的建議:適當控制幼兒園班級規(guī)模;合理安排幼兒教師的工作量;樹立新的教育理念和發(fā)展性教師評價觀。 2.給幼兒教師的建議:培養(yǎng)敏銳的觀察力;選擇適合于幼兒認知規(guī)律和特點的活動內容;采用優(yōu)化的教學方法并及時調整教學策略;慎為幼兒“貼標簽”;靈活使用不同的互動方式;加強教學活動后的反思。 3.給幼兒家長的建議:注重培養(yǎng)幼兒的社會交往技能;多與教師溝通交流;鼓勵幼兒多與同伴交往;為其創(chuàng)造與同伴交往的環(huán)境。
[Abstract]:Collective teaching is a kind of organizational form of the most application of our kindergarten teaching, the existing large amount of common in Chinese kindergarten, neglected children seems inevitable phenomenon of collective teaching activities, but we must recognize that teachers ignore the psychological damage and will bring great negative influence to young children and so it is necessary to pay close attention to these neglected children and take corresponding measures to help.
This research adopts qualitative research method, the kindergarten collective teaching activities for the situation, Lanzhou city were selected from the top class in a kindergarten three neglected children as the research object, through the observation of three neglected children in the collective teaching activities and free play the behavior, and combining with the record of multi section collective teaching the object of study and interviews with class teachers and parents, to cause children neglected in the collective teaching activities in a multi angle, multi-level analysis.
The study found that the cause of children was ignored in the collective teaching activity is mainly related to the activity room environment, the three aspects of teachers and children's own characteristics. Specifically, such as the class size is too large, children's seating arrangement is not scientific, teachers education idea and the incorrect view of children and the teaching method is monotonous and dull and single the interaction is the reason of children was ignored in the collective teaching activities, also can not be ignored is the parents improper parenting style and utilitarian concept of education is also an indirect cause of children neglected causes.
On the basis of the analysis and summary of the reasons for the formation of the neglected children, the researchers put forward the following suggestions for the kindergarten administrators, preschool teachers and children's parents.
1., suggestions for kindergarten managers: properly control kindergarten class size, arrange preschool teachers' workload reasonably, set up new educational ideas and developmental teachers' evaluation concept.
2. suggestions for preschool teachers training: keen observation; choose activities suitable for children's cognitive rules and characteristics; the optimization of teaching method and adjust teaching strategies; carefully for children "tag"; the flexible use of different ways to interact; strengthen the teaching reflection activities after.
3., suggestions for parents of children: pay attention to training children's social communication skills, communicate with teachers, encourage children to interact with their peers, create environment for them to interact with their peers.

【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2008
【分類號】：G612

【引證文獻】

相關碩士學位論文 前1條

1 郭苗苗;自由活動中大班被忽視幼兒同伴交往行為特征的個案研究[D];浙江師范大學;2012年

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本文編號：1712821