本文選題：幼兒園教學(xué) + 幼兒主體性發(fā)展　； 參考：《內(nèi)蒙古師范大學(xué)》2008年碩士論文

【摘要】： 2001年教育部頒布了《幼兒園教育指導(dǎo)綱要(試行)》(以下簡(jiǎn)稱《綱要》)。作為幼兒園教育改革的綱領(lǐng)性文件,它著眼于幼兒主體性的發(fā)展,充分體現(xiàn)了對(duì)幼兒權(quán)利、個(gè)性、學(xué)習(xí)特點(diǎn)和身心發(fā)展規(guī)律的尊重;作為幼兒園課程與教學(xué)改革的指導(dǎo)性文件,它著眼于教師角色的轉(zhuǎn)變,指導(dǎo)著教師將教育思想和觀念轉(zhuǎn)變?yōu)檫m宜的教育行為。 《綱要》之所以重視幼兒的主體性發(fā)展,在于幼兒的主體性發(fā)展是幼兒發(fā)展的核心。一個(gè)人不可能在各方面都獲得均衡發(fā)展,但是主體性卻是人發(fā)展的基本要求與內(nèi)容,是全面發(fā)展和身心和諧發(fā)展的核心特征。因此,發(fā)展幼兒主體性是幼兒教育的首要任務(wù)。然而主體性在幼兒期只是一種潛在的、胚胎性的存在,它需要在外界環(huán)境的引導(dǎo)下才能充分地發(fā)揮和發(fā)展。缺乏這種環(huán)境,必然會(huì)限制幼兒主體性的發(fā)展。教師既是這種環(huán)境中的重要因素,也是這種環(huán)境的重要?jiǎng)?chuàng)設(shè)人。 幼兒主體性的發(fā)展是幼兒自主建構(gòu)和認(rèn)知發(fā)展的過(guò)程,教師作為促進(jìn)幼兒主體性發(fā)展的外部推動(dòng)力,通過(guò)樹(shù)立正確的知識(shí)觀、課程觀、教學(xué)觀、師幼觀,運(yùn)用多種多樣的教學(xué)方法和策略,與幼兒進(jìn)行互動(dòng),提供支持。有效的教學(xué)策略是將正確的教學(xué)觀念和適宜的教學(xué)行為滲透到幼兒主體性發(fā)展之中,幫助幼兒自主建構(gòu)。支持性教學(xué)策略就是這樣一種有效的方式,它是教師采取的可以引發(fā)、維持幼兒主體性的行為及意向,是提高幼兒自主性、能動(dòng)性、創(chuàng)造性和選擇性的方法及其運(yùn)用的程序。它通過(guò)教師的教學(xué)思想和行為使教學(xué)過(guò)程和課程實(shí)施更具同一性。新的教學(xué)理念倡導(dǎo)“幼兒為主體,教師為主導(dǎo)”,教師如何才能通過(guò)適當(dāng)?shù)摹皩?dǎo)”,樹(shù)立幼兒的主體地位,激發(fā)幼兒的主體性,這是一個(gè)有重大理論和實(shí)踐價(jià)值的研究課題。 本研究在幼兒園教學(xué)基本理論的指導(dǎo)下,通過(guò)查閱大量的文獻(xiàn)資料和實(shí)踐探索,運(yùn)用觀察法、行動(dòng)研究法、訪談法和文獻(xiàn)法,對(duì)促進(jìn)幼兒主體性發(fā)展的教師支持性教學(xué)策略進(jìn)行了理論與實(shí)踐方面的探討。 全文由五部分組成。 第一部分是本研究的基礎(chǔ)。從問(wèn)題的提出、研究?jī)r(jià)值、研究思路與方法和研究現(xiàn)狀綜述四個(gè)方面入手,概述了促進(jìn)幼兒主體性發(fā)展的教師支持性教學(xué)策略這一研究主題的研究源起。在問(wèn)題的提出中,從幼兒園教育改革所涉及的幼兒主體性發(fā)展和教師教學(xué)策略出發(fā),集中說(shuō)明了本研究對(duì)于幼兒園教學(xué)指導(dǎo)策略的理論和實(shí)踐意義,同時(shí)理清研究思路和方法,歸納了與本研究相關(guān)的國(guó)內(nèi)外研究現(xiàn)狀。 第二部分是本研究的前提。筆者通過(guò)對(duì)幼兒主體性的涵義界定,歸納了幼兒主體性發(fā)展的特征和價(jià)值,通過(guò)對(duì)教師支持性教學(xué)策略涵義的分析,得出幼兒主體性發(fā)展和教師支持性教學(xué)策略的內(nèi)在聯(lián)系。 第三部分是本研究的特色。筆者運(yùn)用觀察、行動(dòng)研究、訪談和文獻(xiàn)分析等科學(xué)研究方法,對(duì)自治區(qū)級(jí)某示范幼兒園的兩個(gè)大班幼兒的主體性發(fā)展現(xiàn)狀和教師支持性教學(xué)策略的運(yùn)用情況進(jìn)行比較系統(tǒng)深入的觀察,分析在教學(xué)中幼兒主體性缺失的現(xiàn)狀及其原因,得出的結(jié)論是:表現(xiàn)在教學(xué)上,幼兒主體性發(fā)展不良在于教師的支持性教學(xué)意識(shí)或行為存在問(wèn)題。這部分也為第四部分提供實(shí)踐依據(jù)。 第四部分是本研究的核心。在以上理論基礎(chǔ)與實(shí)際現(xiàn)狀兩部分的綜合分析基礎(chǔ)之上,本部分從理論基礎(chǔ)上的準(zhǔn)備和實(shí)踐行為上的操作兩個(gè)維度來(lái)進(jìn)行,著重體現(xiàn)出教師的支持性。筆者與教師共同預(yù)設(shè)教學(xué)活動(dòng)方案,方案中盡可能多的設(shè)計(jì)可操作的支持性教學(xué)策略,教師按計(jì)劃將這些策略運(yùn)用到具體的教學(xué)實(shí)踐中,而預(yù)設(shè)方案并非一成不變,為取得理想的教學(xué)效果,教師需要因時(shí)、因地、因幼兒反應(yīng)對(duì)預(yù)設(shè)方案隨時(shí)加以改進(jìn)。筆者在這一階段充當(dāng)觀察者和記錄者的角色,在筆者與教師共同修改、完善、調(diào)整預(yù)設(shè)方案和“計(jì)劃→實(shí)施→評(píng)價(jià)→計(jì)劃→實(shí)施→評(píng)價(jià)……”的往復(fù)過(guò)程中,解決教學(xué)活動(dòng)中出現(xiàn)的問(wèn)題。在微觀層面上,積累更多的支持性教學(xué)策略,加深教師在教學(xué)中的支持性意識(shí)和行為,為幼兒主體性發(fā)展創(chuàng)造條件,為解決幼兒主體性發(fā)展缺失問(wèn)題提供幫助。在宏觀層面上,豐富幼兒園教學(xué)指導(dǎo)策略的理論體系,為幼兒園的教學(xué)指導(dǎo)提供可參考的理論和實(shí)踐依據(jù),這也正是本研究的價(jià)值所在。 第五部分是對(duì)全文的總結(jié)。在上述四大部分集中討論的基礎(chǔ)上,本文最后一部分對(duì)全文進(jìn)行了簡(jiǎn)要的回顧和展望,為今后繼續(xù)研究課題埋下伏筆。
[Abstract]:In 2001 , the Ministry of Education issued the kindergarten education guiding outline ( pilot program ) . As a programmatic document of kindergarten education reform , it focuses on the development of child ' s subjectivity , fully embodies the respect of children ' s rights , personality , learning characteristics and the law of physical and mental development . As a guiding document of kindergarten curriculum and teaching reform , it focuses on the transformation of teacher ' s role , and guides teachers to transform educational ideas and ideas into appropriate educational behavior .


The development of children ' s subjectivity is the core of early childhood development . It is the basic requirement and content of human development .


The development of child ' s subjectivity is the process of child ' s independent construction and cognitive development . As an external driving force to promote the development of children ' s subjectivity , teachers can interact with young children by setting up the correct concept of knowledge , curriculum view , teaching view , teacher - child view , and using various teaching methods and strategies . It is a kind of effective way to improve the students ' autonomy , initiative , creativity and selectivity . It is an effective way to promote the child ' s autonomy , initiative , creativity and selectivity .


Under the guidance of the basic theory of kindergarten teaching , this paper discusses the theory and practice of teachers ' supportive teaching strategies to promote the development of children ' s subjectivity by consulting a large number of literature and practice exploration , using observation method , action research method , interview method and literature method .


The full text consists of five parts .


The first part is the basis of this research . From the viewpoint of the problems , the research value , the research thoughts and methods and the research status , the author summarizes the research source of the research topic of the teacher supporting teaching strategy which promotes the development of the child ' s subjectivity . In the raising of the problem , this paper focuses on the theory and practice significance of the research on the kindergarten teaching guiding strategy . At the same time , the research thoughts and methods are summarized , and the domestic and foreign research status related to this study is summarized .


The second part is the premise of this study . By defining the meaning of the child ' s subjectivity , the author sums up the characteristics and value of the development of the child ' s subjectivity . Through the analysis of the meaning of the teacher ' s supporting teaching strategy , the author obtains the inner connection between the development of the child ' s subjectivity and the teacher ' s supporting teaching strategy .


The third part is the characteristic of this study . The author makes a systematic and deep observation on the present situation of subjectivity and the application of teachers ' supporting teaching strategies in two large classes of preschool children in an autonomous region , using the scientific research methods such as observation , action research , interview and literature analysis .


The fourth part is the core of this research . On the basis of the comprehensive analysis of the above theoretical foundation and the actual situation , this part is based on the preparation of the theory and the operation of the practice behavior . The author focuses on the teacher ' s support .


The fifth part is the summary of the whole text . On the basis of the discussion on the four parts above , the last part of this paper gives a brief review and prospect for the full text , which provides the future research subject to bury the pen .
【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】：2008
【分類號(hào)】：G610

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 張曉艷;基于美國(guó)優(yōu)質(zhì)教學(xué)標(biāo)準(zhǔn)淺析新課改視野下我國(guó)幼兒園優(yōu)質(zhì)教學(xué)[D];陜西師范大學(xué);2009年

2 王靜;呼和浩特市部分幼兒教師的兒童權(quán)利保護(hù)意識(shí)與行為的研究[D];內(nèi)蒙古師范大學(xué);2010年

3 孟蕾;小班英語(yǔ)浸入式教師的教學(xué)策略研究[D];陜西師范大學(xué);2012年

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本文編號(hào)：2070475