發(fā)布時間：2018-06-16 01:35

  本文選題：幼兒園 + 教師教學(xué)行為　； 參考：《西北師范大學(xué)》2007年碩士論文

【摘要】： 教師是教育研究中永不衰竭的主題,他們是教育活動直接的參與者,他們是人類文明和文化的傳承者。幼兒教師是幼兒的重要他人之一,教師的言行舉止無不時刻影響著幼兒。幼兒園中的師幼互動是我們所熟悉的一道風(fēng)景,但在這“熟悉”的背后有種不為人所察覺的意義關(guān)系。教師和幼兒的交往是通過彼此之間熟悉的符號來進(jìn)行,幼兒熟悉教師所給予的符號,教師也通過這些符號來傳達(dá)自己的意思。這個符號就是教師行為。 人類社會的交往就是通過符號來獲取信息,符號是人們交往的途徑之一,教師行為是幼兒園教育場域中鮮為人知的交往符號,這一符號在幼兒園這一特定的場域中,被賦予了其特殊的意義。教師通過符號所傳達(dá)的意義來控制幼兒的活動,本研究中的教師教學(xué)行為包括教師的教育行為和管理行為。在教育現(xiàn)場分別通過場內(nèi)紀(jì)律的演練和規(guī)訓(xùn)、場內(nèi)知識的昭示與規(guī)訓(xùn)、場內(nèi)時空的安排與規(guī)訓(xùn)來呈現(xiàn)。教師通過對幼兒在場的種種規(guī)訓(xùn)與制約來控制幼兒,看似幼兒園中熟悉的一幕卻隱含著不為人知的秘密。 本研究對教師教學(xué)行為進(jìn)行分析時,將其看作是存在于教育場域中的一個“文本”,作為“知識”的事件將其陳述,不將其分解為具體的各種行為,而是以文化為主線對其進(jìn)行知識考古學(xué)分析。文化存在于教育場域的各個角落,它包含著人的自由活動,對于幼兒來說,他們是文化傳承的載體,必然應(yīng)該突破樊籬超越自我來實(shí)現(xiàn)文化的傳承。通過在幼兒園場域中教育事件的呈現(xiàn),本研究認(rèn)為,教師行為的存在是文化積淀的結(jié)果,并不是教師本身的錯,而是人們在沿襲文化的過程中誤讀了教育,教育中沒有了“人”,教育中的“無人”使得教育失去了色彩,教育場域中的教學(xué)行為也因此暗淡無光。在工具理性充斥的當(dāng)今社會,人被異化為一種工具,人們追求一種線性化、模式化的生活方式,忽視了人本身的存在。本研究最終目的不是批判教師行為,而是試圖通過對教師行為的解讀使人們認(rèn)識到在文化傳承的過程中出現(xiàn)的問題癥結(jié)所在,讓我們重新審視教育中存在的問題,重新反思教育實(shí)踐中的困惑。這需要在歷史的長河中不斷歷練,將是一個漫長的過程。
[Abstract]:Teachers are the inexhaustible theme of educational research, they are direct participants in educational activities, and they are the inheritors of human civilization and culture. Preschool teacher is one of the important other children, teachers' behavior affects children all the time. The teacher-child interaction in kindergarten is a familiar landscape, but there is a kind of meaning relationship behind it. Teachers and children communicate with each other through familiar symbols. Children are familiar with the symbols given by teachers, and teachers convey their meaning through these symbols. This symbol is teacher behavior. The communication of human society is to obtain information by means of symbols. Symbol is one of the ways for people to communicate. Teacher behavior is a little known communication symbol in kindergarten education field, and this symbol is in the special field of kindergarten. Was given its special meaning. Teachers control the activities of young children through the meaning conveyed by symbols. The teaching behaviors of teachers in this study include teachers' educational behavior and management behavior. In the field of education, it is presented through the training of discipline in the field, the revelation and discipline of the knowledge in the field, and the arrangement and discipline of the space and time in the field. Teachers control the children through the discipline and restriction of the children's presence, but the familiar scene in the kindergarten implies an unknown secret. In the analysis of teachers' teaching behavior, this study regards it as a "text" that exists in the field of education, and states it as an event of "knowledge", and does not decompose it into specific behaviors. It takes culture as the main line to analyze its knowledge archeology. Culture exists in every corner of the field of education, it contains the free activities of people, for young children, they are the carrier of cultural inheritance, they must break through barriers and transcend themselves to achieve cultural heritage. Through the presentation of educational events in kindergarten field, this study holds that the existence of teachers' behavior is the result of cultural accumulation, not the fault of teachers themselves, but the misreading of education by people in the process of inheriting culture. There is no "person" in education, and "no one" in education makes education lose its color, and the teaching behavior in educational field is therefore dull. In the modern society where instrumental rationality is full of people are alienated as a tool. People pursue a linearized and stylized way of life and ignore the existence of human beings. The ultimate purpose of this study is not to criticize teacher behavior, but to make people realize the crux of the problem in the process of cultural transmission through the interpretation of teacher behavior, so that we can re-examine the problems existing in education. Rethinking the confusion in educational practice. This requires continuous experience in the long river of history, will be a long process.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G612

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前4條

1 郝安利;幼兒教師教育觀念與教育行為關(guān)系之個案研究[D];西南大學(xué);2011年

2 付娜;蒙氏幼兒園教師教學(xué)行為研究[D];浙江師范大學(xué);2010年

3 黃玉芳;幼兒園座位的意義[D];湖南師范大學(xué);2012年

4 章曉璇;幼兒教師教學(xué)觀與教學(xué)行為關(guān)系研究[D];西北師范大學(xué);2012年

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本文編號：2024618