本文選題：幼兒園 + 集體評(píng)課活動(dòng)　； 參考：《內(nèi)蒙古師范大學(xué)》2010年碩士論文

【摘要】： 隨著新綱要的施行,以及新課程改革的開(kāi)始,使得幼教領(lǐng)域方方面面都發(fā)生了變化。幼兒園集體評(píng)課活動(dòng)作為園本教研的一部分也正在發(fā)生變化。 幼兒園集體評(píng)課活動(dòng),以幼兒園課堂教學(xué)為研究對(duì)象,通過(guò)各評(píng)課主體間討論與互動(dòng),了解課堂教學(xué)中的問(wèn)題,并分析原因,提出解決辦法,從而促進(jìn)幼兒園教學(xué),促進(jìn)幼兒教師專(zhuān)業(yè)成長(zhǎng),最終促進(jìn)幼兒的發(fā)展。鑒于此本研究以呼和浩特市兩所幼兒園為個(gè)案,對(duì)這兩所幼兒園的評(píng)課活動(dòng)進(jìn)行深入調(diào)查研究。在研究過(guò)程中,運(yùn)用文獻(xiàn)法、觀察法、訪談法、案例分析法等科研方法,對(duì)幼兒園集體評(píng)課涉及的一些情況進(jìn)行調(diào)查研究。在調(diào)查研究的基礎(chǔ)上,總結(jié)出幼兒園集體評(píng)課的特點(diǎn)及不足,并提出了促進(jìn)幼兒園集體評(píng)課活動(dòng)的良性發(fā)展建議。 集體評(píng)課活動(dòng)是對(duì)課堂教育活動(dòng)的評(píng)價(jià),具有情境性、針對(duì)性、理論與實(shí)踐相結(jié)合的特點(diǎn),是一種成人之間的群體社會(huì)活動(dòng)。 筆者在研究調(diào)查中看到,集體評(píng)課活動(dòng)的形式化、不專(zhuān)業(yè)、平庸化使得評(píng)課低效,缺乏專(zhuān)業(yè)引領(lǐng),教師主體意識(shí)不強(qiáng),評(píng)課缺乏廣泛性,缺乏互動(dòng)。 首先應(yīng)建立人本化幼兒園評(píng)課管理機(jī)制。專(zhuān)業(yè)取向管理、激勵(lì)與保健機(jī)制能促進(jìn)幼兒教師評(píng)課的主體性,調(diào)動(dòng)教師評(píng)課積極性、創(chuàng)造性,使得評(píng)課更有效,評(píng)課功能最大化。 其次是促進(jìn)研究共同體的形成。幼兒園集體評(píng)課活動(dòng)強(qiáng)調(diào)群體合作,只有群體性的專(zhuān)業(yè)合作研究方式才有可能高效地開(kāi)展集體評(píng)課活動(dòng)。 研究共同體既需要明確管理者、專(zhuān)家在評(píng)課中的角色又需要提升教師自身的評(píng)課素養(yǎng),鼓勵(lì)教師之間平等交流、合作互助、經(jīng)驗(yàn)共享,同時(shí)還需要加強(qiáng)專(zhuān)業(yè)引領(lǐng)和園際合作,最終讓評(píng)課活動(dòng)成為幼兒教師日常職業(yè)生活的一部分。 本文由以下幾部分構(gòu)成: 第一部分:從問(wèn)題的提出、研究意義、文獻(xiàn)綜述三個(gè)方面對(duì)幼兒園集體評(píng)課活動(dòng)這一研究主題的研究緣起,研究?jī)r(jià)值,國(guó)內(nèi)外研究現(xiàn)狀,特點(diǎn)及不足進(jìn)行了扼要說(shuō)明。 第二部分:從研究目的、研究對(duì)象、研究方法、研究過(guò)程四個(gè)方面,對(duì)研究整體設(shè)計(jì)思路進(jìn)行概述。 第三部分:通過(guò)觀察、訪談、案例分析對(duì)評(píng)課的現(xiàn)狀進(jìn)行呈現(xiàn)與分析,為進(jìn)一步討論與建議奠定基礎(chǔ)。 第四部分:在以上實(shí)際情況分析和文獻(xiàn)梳理的基礎(chǔ)上,對(duì)幼兒園集體評(píng)課的特點(diǎn)及不足進(jìn)行闡述,并提出一些促進(jìn)幼兒園集體評(píng)課活動(dòng)良性發(fā)展的建議。
[Abstract]:With the implementation of the new outline and the beginning of the new curriculum reform, all aspects of the field of preschool education have changed. Kindergarten collective evaluation activities as part of the garden-based teaching and research are also changing. Taking kindergarten classroom teaching as the research object, the collective evaluation activities of kindergarten, through the discussion and interaction among the subjects, understand the problems in the classroom teaching, analyze the reasons, and put forward the solutions, so as to promote the kindergarten teaching. Promote the professional growth of preschool teachers, and ultimately promote the development of young children. In view of this study, two kindergartens in Hohhot City as a case, the evaluation activities of these two kindergartens were investigated. In the course of the research, some scientific research methods, such as literature method, observation method, interview method and case analysis method, are used to investigate and study some situations involved in the collective evaluation of kindergarten classes. On the basis of investigation and research, this paper summarizes the characteristics and shortcomings of collective evaluation of kindergarten classes, and puts forward some suggestions to promote the healthy development of collective evaluation activities in kindergartens. The collective evaluation of classes is an evaluation of classroom educational activities, which has the characteristics of situational, pertinence and combination of theory and practice. It is a group social activity between adults. The author finds that the formal, unprofessional and mediocre activities of the collective evaluation activities make the evaluation of courses inefficient, lack of professional guidance, teachers' consciousness of subject is not strong, the evaluation of courses is lack of universality, lack of interaction. First of all, we should establish the management mechanism of humanistic kindergarten evaluation. Professional orientation management, incentive and health care mechanism can promote the subjectivity of preschool teachers' evaluation of classes, arouse teachers' enthusiasm and creativity, make the evaluation of lessons more effective, and maximize the function of evaluation. The second is to promote the formation of research community. Group cooperation is emphasized in the collective evaluation activities of kindergartens. Only the group professional cooperative research method can carry out the collective evaluation activities efficiently. The research community not only needs to define the managers, but also needs to improve the teachers' quality of evaluation, encourage the teachers to communicate equally, cooperate with each other, share experiences, and strengthen the professional guidance and inter-garden cooperation. Finally, let the evaluation activities become a part of the daily professional life of preschool teachers. This paper is composed of the following parts: The first part: the origin, research value, domestic and foreign research status, characteristics and shortcomings of the research subject of collective evaluation activities in kindergarten are briefly explained from three aspects: the question, the significance of the research, and the literature review. The second part: from the research purpose, the research object, the research method, the research process four aspects, carries on the summary to the research overall design thought. The third part: through observation, interview and case analysis, the present situation of evaluation is presented and analyzed to lay the foundation for further discussion and suggestion. The fourth part: on the basis of analyzing the actual situation above and combing the literature, this paper expounds the characteristics and shortcomings of the collective evaluation of kindergarten classes, and puts forward some suggestions to promote the healthy development of the collective evaluation activities of kindergartens.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類(lèi)號(hào)】：G612

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