本文選題：結(jié)構(gòu)游戲 + 結(jié)構(gòu)游戲材料�。� 參考：《華東師范大學(xué)》2009年碩士論文

【摘要】： 結(jié)構(gòu)游戲?qū)和J(rèn)知、審美、身體以及非智力因素的發(fā)展具有積極的作用。結(jié)構(gòu)游戲材料是結(jié)構(gòu)游戲的物質(zhì)基礎(chǔ),其配備與使用直接影響結(jié)構(gòu)游戲的開(kāi)展。針對(duì)幼兒園結(jié)構(gòu)游戲開(kāi)展過(guò)程中普遍存在的教師材料投放無(wú)據(jù)可依,對(duì)游戲指導(dǎo)的策略不了解等情況,本研究從評(píng)價(jià)的角度入手,對(duì)幼兒園結(jié)構(gòu)游戲材料的配備與使用開(kāi)展研究,旨在嘗試構(gòu)建一個(gè)評(píng)價(jià)方案,通過(guò)自評(píng)或他評(píng)的方法為教師在材料投放以及游戲指導(dǎo)方面提供參考。 本研究以《上海市學(xué)前教育機(jī)構(gòu)裝備規(guī)范(試行)》為基礎(chǔ),借鑒國(guó)內(nèi)外相關(guān)評(píng)價(jià)工具,擬定幼兒園結(jié)構(gòu)游戲材料配備與使用評(píng)價(jià)方案。該評(píng)價(jià)方案從配備和使用兩個(gè)維度入手,提取數(shù)量與品種、質(zhì)量與安全、空間布局、使用時(shí)間、師幼互動(dòng)和同伴互動(dòng)六個(gè)因素進(jìn)行評(píng)價(jià)。每一個(gè)因素評(píng)價(jià)指標(biāo)的水平評(píng)級(jí)分為三個(gè)等級(jí),等級(jí)1為不合格等級(jí),等級(jí)2為合格等級(jí),等級(jí)3為優(yōu)秀等級(jí)。不同等級(jí)的評(píng)定有具體的操作定義。 通過(guò)行動(dòng)研究法對(duì)該評(píng)價(jià)方案進(jìn)行不斷完善,通過(guò)對(duì)三所幼兒園五個(gè)班級(jí)的實(shí)地評(píng)價(jià),考察評(píng)價(jià)方案中具體指標(biāo)的適用性,結(jié)合實(shí)際情況在評(píng)價(jià)過(guò)程中對(duì)方案進(jìn)行修訂。 借助幼兒園結(jié)構(gòu)游戲材料配備與使用評(píng)價(jià)方案的制定與完善的研究過(guò)程,進(jìn)一步反思裝備與使用評(píng)價(jià)方案在幼兒園結(jié)構(gòu)游戲中的作用,認(rèn)為: (1)依據(jù)評(píng)價(jià)方案,通過(guò)自評(píng)或他評(píng),為材料配備的規(guī)范化提供了可循的路徑,為結(jié)構(gòu)游戲的順利開(kāi)展提供了物質(zhì)基礎(chǔ); (2)為教師指導(dǎo)結(jié)構(gòu)游戲提供參考。 同時(shí),也進(jìn)一步反思了《上海市學(xué)前教育機(jī)構(gòu)裝備規(guī)范(試行)》有關(guān)結(jié)構(gòu)材料的規(guī)范內(nèi)容,認(rèn)為: (1)《規(guī)范》中對(duì)結(jié)構(gòu)材料種類數(shù)量的規(guī)定可行性不高 (2)《規(guī)范》中對(duì)配備的規(guī)定清晰度不高,不易于操作; (3)《規(guī)范》中所涉及的方面不夠全面。 最后,對(duì)幼兒園結(jié)構(gòu)游戲材料配備與使用評(píng)價(jià)方案的進(jìn)一步完善提出了建議: (1)增加對(duì)管理的評(píng)價(jià); (2)加強(qiáng)教師對(duì)結(jié)構(gòu)游戲材料的了解與使用技巧的評(píng)價(jià); (3)需要更多具體研究數(shù)據(jù)的支撐。
[Abstract]:Structural play plays a positive role in the development of children's cognitive, aesthetic, physical and non-intellectual factors. The structure game material is the material foundation of the structure game, its equipping and using directly influence the development of the structure game. In view of the situation that there is no evidence to support teachers' materials in the process of kindergarten structure game development, and the strategy of game guidance is not understood, this study starts from the angle of evaluation. The purpose of this study is to set up an evaluation scheme to provide reference for teachers in material placement and game guidance through self-evaluation or other evaluation. On the basis of Shanghai Preschool Education Institution equipment Standard (trial), this study draws on the relevant evaluation tools at home and abroad, and formulates the evaluation scheme for the allocation and use of kindergarten structure game materials. The evaluation scheme starts with two dimensions of equipping and using, and extracts six factors for evaluation: quantity and variety, quality and safety, spatial layout, time of use, teacher-child interaction and peer interaction. The level rating of each factor evaluation index can be divided into three grades: grade 1 is unqualified grade, grade 2 is qualified grade, and grade 3 is excellent grade. Different grades of evaluation have specific operational definitions. The evaluation scheme is improved by action research method. Through the field evaluation of five classes in three kindergartens, the applicability of the specific indicators in the evaluation scheme is investigated, and the scheme is revised in the course of evaluation combined with the actual situation. With the help of the research process of the establishment and perfection of the evaluation scheme for the allocation and use of the structure game materials in kindergarten, the author further reflects on the function of the equipment and use evaluation scheme in the structure game of the kindergarten, and thinks that: 1) according to the evaluation scheme, through self-assessment or other evaluation, it provides a path for the standardization of material allocation, and provides a material basis for the smooth development of the structure game; 2) to provide reference for the teacher-guided structure game. At the same time, it also further reflects on the contents of the relevant structural materials in the "Shanghai preschool education institution equipment code (trial)", and holds that: (1) the feasibility of specifying the quantity of structural materials in the Code is not high. (2) the stipulation of the equipment in the Standard is not clear enough and is not easy to operate; The aspects involved in the Standard are not comprehensive enough. Finally, some suggestions are put forward for the further improvement of the evaluation scheme for the allocation and use of the kindergarten structure game materials. Increased evaluation of management; (2) strengthening teachers' understanding of structured game materials and evaluation of their use skills; More research data are needed.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G613.7

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 唐立寧;幼兒積木游戲中模擬搭建行為的研究[D];華東師范大學(xué);2011年

2 崔希娟;積木的不同投放對(duì)幼兒積木建構(gòu)水平的影響[D];華東師范大學(xué);2012年

3 張竹香;不同干預(yù)方式對(duì)幼兒積木搭建技能應(yīng)用水平的影響研究[D];西南大學(xué);2013年

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本文編號(hào)：1886163