本文選題：幼兒園集體教學(xué)活動(dòng) + 教學(xué)行為��； 參考：《西北師范大學(xué)》2010年碩士論文

【摘要】：教學(xué)行為是幼兒園集體教學(xué)得以實(shí)施的關(guān)鍵與核心。幼兒園集體教學(xué)中的教學(xué)行為直接影響教學(xué)質(zhì)量和效果,是落實(shí)課程理念,實(shí)現(xiàn)課程改革的基本條件。然而,在教學(xué)實(shí)踐中,幼兒園教師很少會(huì)有意識(shí)地去關(guān)注自己的教學(xué)行為,表現(xiàn)出教學(xué)實(shí)踐的隨意性。鑒于此,本研究采用觀察法和訪談法對(duì)幼兒園集體教學(xué)中教學(xué)行為的現(xiàn)狀及存在的問(wèn)題進(jìn)行了深入分析,探討了影響教師行為的因素并提出了改善教師教學(xué)行為的策略建議。 本研究采用分層抽樣的方法,選取蘭州市城關(guān)區(qū)、永登縣的40所幼兒園中40位教師作為樣本教師,以教師在集體教學(xué)活動(dòng)中的教學(xué)行為作為研究對(duì)象,并結(jié)合對(duì)60個(gè)集體教學(xué)活動(dòng)的分析和對(duì)教師的隨機(jī)訪談,筆者對(duì)幼兒園集體教學(xué)中教師教學(xué)行為進(jìn)行了分析和探討。 論文主要由三部分構(gòu)成: 第一部分,通過(guò)對(duì)幼兒園集體教學(xué)中教師主要教學(xué)行為,即教授知識(shí)行為、引導(dǎo)/要求實(shí)踐行為和評(píng)價(jià)反饋行為的數(shù)據(jù)和教學(xué)片斷分析,呈現(xiàn)了集體教學(xué)中教師教學(xué)行為現(xiàn)狀和存在問(wèn)題。 第二部分簡(jiǎn)要分析了影響教師教學(xué)行為的因素,即教師的知識(shí)觀與教學(xué)觀、教師的實(shí)踐性知識(shí)、教學(xué)能力、班級(jí)規(guī)模、教學(xué)評(píng)價(jià)制度和幼兒園文化。 第三部分在以上研究的基礎(chǔ)上提出改善教師行為的對(duì)策建議,其策略大致可從教師內(nèi)部和外部?jī)煞矫孢M(jìn)行,內(nèi)部策略主要是教師的自我建構(gòu),包括加強(qiáng)自我學(xué)習(xí)和自我反思;外部策略主要是為教師提供外部支持,包括注重實(shí)踐性的教師在職培訓(xùn)和高校專業(yè)人員與教師結(jié)成“研究共同體”。 本研究希望進(jìn)一步豐富實(shí)踐領(lǐng)域關(guān)于教學(xué)行為的研究,同時(shí)可以讓更多的一線幼兒教師在思想上和行動(dòng)上高度重視,并充分意識(shí)到自己集體教學(xué)中教學(xué)行為可能存在的問(wèn)題,從而促進(jìn)其不斷反思、不斷更新教育理念、不斷改善和優(yōu)化自己的教學(xué)行為,最終實(shí)現(xiàn)提高幼兒園集體教學(xué)質(zhì)量的目的。
[Abstract]:Teaching behavior is the key and core of collective teaching in kindergartens. The teaching behavior in the collective teaching of kindergarten directly affects the teaching quality and effect, and is the basic condition for carrying out the curriculum concept and realizing the curriculum reform. However, in teaching practice, kindergarten teachers seldom pay attention to their teaching behavior consciously and show the randomness of teaching practice. In view of this, the present situation and existing problems of teaching behavior in kindergarten collective teaching are deeply analyzed by means of observation method and interview method, and the factors influencing teachers' behavior are discussed and some suggestions for improving teachers' teaching behavior are put forward. This study adopts stratified sampling method, selects 40 teachers in 40 kindergartens in Chengguan District, Lanzhou City as sample teachers, and takes the teaching behavior of teachers in collective teaching activities as the research object. Combining with the analysis of 60 collective teaching activities and the random interview with teachers, the author analyzes and probes into the teaching behavior of teachers in kindergarten collective teaching. The thesis is mainly composed of three parts: the first part, through the teaching behavior of teachers in collective teaching, that is, teaching knowledge behavior, guiding / demanding practice behavior and evaluating feedback behavior data and teaching segment analysis. It presents the present situation and existing problems of teachers' teaching behavior in collective teaching. The second part briefly analyzes the factors influencing teachers' teaching behavior, that is, teachers' concept of knowledge and teaching, teachers' practical knowledge, teaching ability, class size, teaching evaluation system and kindergarten culture. The third part puts forward the countermeasures and suggestions to improve the teacher's behavior on the basis of the above research. The strategies can be carried out from the teachers' internal and external aspects. The internal strategies are mainly the teachers' self-construction, including strengthening self-learning and self-reflection; The external strategy is mainly to provide external support for teachers, including practical in-service training of teachers and the formation of a "research community" between university professionals and teachers. This study hopes to further enrich the practice of teaching behavior research, at the same time can let more front-line kindergarten teachers in the thinking and action of high attention, and fully aware of their own collective teaching behavior may exist problems. In order to promote its continuous reflection, constantly update the educational concept, constantly improve and optimize their own teaching behavior, and finally achieve the goal of improving the quality of collective teaching in kindergartens.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G612

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