本文選題：大班幼兒 + 集體教學(xué)活動�。� 參考：《河北大學(xué)》2011年碩士論文

【摘要】：好問是幼兒的一大特點,對幼兒來說,提問具有特殊的意義。它是幼兒認(rèn)識世界、發(fā)展自我的途徑;是幼兒表達自我、表露情感的方式;也是幼兒尋求幫助、人際交流的手段。鼓勵幼兒積極提問,既能培養(yǎng)幼兒主動探究和獨立思考能力,也可以造就幼兒良好的人格品質(zhì),應(yīng)是幼兒集體教學(xué)活動重要的目標(biāo)之一。然而,現(xiàn)實集體教學(xué)活動中幼兒的提問狀況并不樂觀,“課堂啞巴”“無問題兒童”成了很多教育者對幼兒園集體教學(xué)活動中幼兒表現(xiàn)的評價;和初高中課堂一樣,現(xiàn)在的幼兒集體教學(xué)活動仍然是以教師講幼兒聽、教師提問幼兒回答為主。 本論文分四部分對大班幼兒提問行為進行論述,第一部分是對幼兒提問的問題類型和提問的形成過程進行概述,這一部分主要是為下面的現(xiàn)狀研究和因素分析做理論鋪墊。第二部分是結(jié)合調(diào)查數(shù)據(jù)對幼兒提問的現(xiàn)狀進行分析,總結(jié)出現(xiàn)在大班幼兒提問的特點和存在問題。本研究采用實地觀察和訪談法對大班幼兒集體教學(xué)活動中幼兒提問行為進行調(diào)查,調(diào)查結(jié)果顯示我國大班幼兒在集體教學(xué)活動中確實存在不敢提問、不愿提問和不會提問現(xiàn)象。第三部分主要是分析影響幼兒提問的因素,幼兒提問行為即包括內(nèi)隱的問題形成過程,又包括外顯的師生互動行為,因此影響幼兒提問的因素主要歸結(jié)為兩大方面:一方面是以個性傾向和知識水平為主的幼兒個體內(nèi)部因素,另一方面以教學(xué)材料、教師和教學(xué)環(huán)境為主的外部因素。良好的個性需要教師的培養(yǎng),豐富的知識需要教師的傳授,優(yōu)秀的教學(xué)材料需要教師的篩選,所以本論文的第四部分主要是從教師教學(xué)層面,提出提高幼兒提問能力的對策。筆者認(rèn)為在了解幼兒問題世界和轉(zhuǎn)變幼兒提問觀的基礎(chǔ)上,創(chuàng)建學(xué)習(xí)情境提高幼兒問題意識、正確的指導(dǎo)啟發(fā)幼兒思考以及鍛煉幼兒的語言表達能力培養(yǎng)幼兒敢于提問的品質(zhì)是提高幼兒提問能力的有效途徑。
[Abstract]:Asking questions is a major feature of young children. Asking questions is of special significance. It is a way for young children to know the world and develop themselves; it is a way for children to express themselves and express their feelings; it is also a means for children to seek help and interpersonal communication. Encouraging children to ask questions actively can not only cultivate children's ability to explore actively and independently, but also to develop their ability to explore and think independently. It is one of the important goals of children's collective teaching activities to create a good quality of young children. However, the situation of children's questions is not optimistic in the actual collective teaching activities. "Classroom dumb" "children without problems" has become the evaluation of children's performance in the kindergarten collective teaching activities. Children's collective teaching activities are still focused on Teachers' listening to children and teachers' questioning.
This thesis is divided into four parts. The first part is a summary of the types of questions and the formation process of questions. The main part is to make a theoretical foundation for the following research and factor analysis. The second part is the analysis of the status of children's questions with the investigation data, and the conclusion is summed up. This research adopts field observation and interview method to investigate the children's questioning behavior in the group teaching activities of children in large class. The results show that the children do not dare to ask questions, do not want to ask questions and do not ask questions. The third part is mainly divided into two parts. To analyze the factors affecting children's questions, the children's questioning behavior includes the implicit process of formation and the explicit interaction between teachers and students. Therefore, the factors that affect children's questioning are mainly attributed to two aspects: on the one hand, the internal factors of individual children are mainly based on personality and knowledge, and on the other hand, teaching materials, teachers and The fourth part of this paper is mainly from the teaching level of teachers to raise the ability of children to ask questions. On the basis of changing children's question concept, creating learning situation to improve children's awareness of problems, correct guidance to enlighten children's thinking and exercise children's language expression ability to cultivate children to dare to ask questions is an effective way to improve children's questioning ability.

【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G612

【引證文獻】

相關(guān)碩士學(xué)位論文 前2條

1 李曉萍;幼兒園語言教學(xué)活動中教師課堂提問的觀察研究[D];河北師范大學(xué);2012年

2 薛瞧瞧;中班幼兒情緒表達事件的特點及成因分析[D];沈陽師范大學(xué);2013年

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本文編號：1837038