本文選題：兒童 + 教師��； 參考：《廣西師范大學(xué)》2006年碩士論文

【摘要】： 現(xiàn)時代的科技發(fā)展強(qiáng)勢與人文精神失落相對照而引發(fā)對人文教育理想的追求,凸顯人類精神家園的回歸,意味著人是教育的出發(fā)點(diǎn),把兒童當(dāng)作完整的、具有智慧力量與人格力量,全身心體驗著教育生活的人看待,關(guān)注兒童完整人格的塑造。情感教育的實(shí)質(zhì)就是關(guān)愛人的心靈,發(fā)展人性的教育。對于兒童早期教育來說,最重要的目標(biāo)就是兒童美好心性的培育。在幼兒豐富的游戲世界里,有許多情感教育的契機(jī)。兒童做游戲時總是帶著強(qiáng)烈的情緒,它會激發(fā)兒童身上強(qiáng)烈而鮮明的感情,游戲又能教育孩子不要盲目的服從于情緒,使情緒與游戲規(guī)則相協(xié)調(diào),與游戲的最終目的相一致。在游戲活動中,幼兒逐步學(xué)會了生活、學(xué)習(xí)、生存、做人、審美,因此從游戲契入情感教育能有力促進(jìn)幼兒個性的良好發(fā)展。本研究綜合使用文獻(xiàn)法、調(diào)查法、訪談法、觀察等多種研究方法,從幼兒園現(xiàn)實(shí)的教育情況來說明問題、建構(gòu)理論。根據(jù)研究的不同需要,把定量研究和定性研究方法相結(jié)合,兩種不同范式的研究方法使研究的內(nèi)容互為補(bǔ)充、相得益彰。 通過訪談和調(diào)查的研究結(jié)果可以了解到,在整體上幼兒園游戲中情感教育存在一定的失落和遮蔽狀況,突出反應(yīng)在:內(nèi)容上沒有充分挖掘游戲活動本身蘊(yùn)涵的情感教育因素;目標(biāo)上寬而泛,缺少實(shí)際操作性;環(huán)境的創(chuàng)設(shè)上更注重外在物質(zhì)環(huán)境,較少注重人的因素是決定環(huán)境質(zhì)量的關(guān)鍵;還有幼兒園教師的素質(zhì)仍需進(jìn)一步提高,尤其教師自身的情感素質(zhì)。 通過研究,我們看到了幼兒園游戲中情感教育的具體情景,了解了教師和家長對情感教育的真實(shí)看法,表明了在現(xiàn)實(shí)的學(xué)前游戲中人們對情感教育的關(guān)注不足。文章還深刻探討了情感教育中幼兒園游戲的分類、幼兒園游戲活動的原則、游戲在幼兒情感教育中的作用以及情感教育在兒童發(fā)展中的價值。立足現(xiàn)實(shí),筆者從理論的反思和實(shí)踐的關(guān)照兩個層面對幼兒園游戲中情感教育研究進(jìn)行了再思索,提煉了一條幼兒園游戲中情感教育的主線即“兒童——不可或缺的情感教育主體;教師——肩負(fù)情感教育的重任;游戲——實(shí)施情感教育的橋梁�！弊罱K走向體驗的幼兒情感教育。 游戲是幼兒園教師對幼兒進(jìn)行情感教育的重要途徑。幼兒良好情感的培養(yǎng)需要一個循序漸進(jìn)的過程,教師要堅持不懈地創(chuàng)設(shè)良好寬松的培養(yǎng)環(huán)境,不斷的實(shí)踐,不斷的總結(jié)經(jīng)驗,才能真正促進(jìn)兒童情感健康發(fā)展。
[Abstract]:In contrast to the strong scientific and technological development of the times and the loss of the humanistic spirit, the pursuit of the ideal of humanistic education is triggered, and the return of the human spiritual homeland is highlighted, which means that people are the starting point of education and regard children as complete. With wisdom and personality, people who experience educational life pay attention to the shaping of children's complete personality. The essence of emotional education is to care for people's hearts and develop the education of human nature. For early childhood education, the most important goal is the cultivation of a child's good heart. In the world of children's rich games, there are many opportunities for emotional education. Children always play with strong emotions, it will stimulate the strong and bright feelings of children, the game can also teach children not to blindly follow the mood, so that emotion and the rules of the game, consistent with the final goal of the game. In the game activities, children gradually learn to live, learn, survive, live, aesthetic, so from the game into emotional education can promote the good development of children's personality. In this study, literature method, investigation method, interview method, observation and other research methods are used to explain the problem and construct the theory from the current situation of kindergarten education. According to the different needs of the research, the quantitative and qualitative research methods are combined. The research methods of two different paradigms complement each other and complement each other. Through the results of interviews and investigations, we can find out that there is a certain loss and obscurity in emotional education in kindergarten games as a whole, which highlights that: the content does not fully excavate the emotional education factors contained in the game activities themselves; The goal is broad and universal, lack of practical operation; the creation of the environment pays more attention to the external material environment, less attention to human factors is the key to determining the quality of the environment; and the quality of kindergarten teachers still needs to be further improved. In particular, the emotional quality of teachers themselves. Through the research, we see the specific situation of emotional education in kindergarten games, understand the teachers and parents' views on emotional education, and show that people pay less attention to emotional education in the actual pre-school games. The article also discusses the classification of kindergarten games in emotional education, the principles of kindergarten game activities, the role of play in the emotional education of young children, and the value of emotional education in the development of children. Based on reality, the author rethinks the study of emotional education in kindergarten games from the two aspects of theoretical reflection and practical care. This paper abstracts the main line of emotional education in kindergarten games, that is, "children-an indispensable subject of emotional education; teachers-shoulder the important task of emotional education; games-the bridge to implement emotional education." Finally to experience the emotional education of young children. Play is an important way for kindergarten teachers to carry out emotional education for young children. In order to promote the healthy development of children's emotion, teachers should unremittingly create a good and relaxed training environment, keep practicing and sum up their experiences.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2006
【分類號】：G613.7

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前4條

1 蔣曉娜;農(nóng)村幼兒園留守幼兒情感狀況研究[D];河南大學(xué);2011年

2 張園園;幼兒繪本閱讀中的情感教育研究[D];河南大學(xué);2011年

3 力妙芳;社會轉(zhuǎn)型期幼兒家庭教育研究[D];山西財經(jīng)大學(xué);2012年

4 徐玉容;幼兒園分享閱讀中的情感教育研究[D];四川師范大學(xué);2012年

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本文編號：1870629