【摘要】： 幼兒園教師教學(xué)風(fēng)格是教師在長(zhǎng)期的教學(xué)實(shí)踐中形成的高度統(tǒng)一的行為模式體系,是教師教學(xué)藝術(shù)個(gè)性化的穩(wěn)定狀態(tài)之標(biāo)志。隨著教師專業(yè)化進(jìn)程的深入和教學(xué)理論研究的發(fā)展,幼兒園教師教學(xué)風(fēng)格的研究日益受到人們的關(guān)注。幼兒園教師富有個(gè)性的教學(xué)風(fēng)格體現(xiàn)了教師勞動(dòng)的創(chuàng)造性,是培養(yǎng)幼兒優(yōu)良個(gè)性的重要手段,更是教師專業(yè)發(fā)展的重要里程碑。 我國(guó)目前對(duì)幼兒園教師教學(xué)風(fēng)格的研究現(xiàn)狀卻不容樂(lè)觀。在理論上和實(shí)踐中鮮見針對(duì)幼兒園教師的教學(xué)風(fēng)格進(jìn)行系統(tǒng)的探討與研究。大家一味追求的是讓教師去接受某種新的教學(xué)方案、課程模式,或者去學(xué)習(xí)某些優(yōu)秀教師的教學(xué)方法,而不去探究這類“方案”、“模式”、“教法”是否符合教師的自身?xiàng)l件和教學(xué)特點(diǎn)。這些因素不利于幼兒園教師形成自己的教學(xué)風(fēng)格。 本研究采用文獻(xiàn)法、問(wèn)卷調(diào)查法、訪談法等研究方法,對(duì)教學(xué)風(fēng)格概念的界定、分類以及影響因素等進(jìn)行綜述,深入分析了幼兒園教師教學(xué)風(fēng)格的整體狀況及相關(guān)影響因素,研究結(jié)論如下: 第一,幼兒園教師的教學(xué)風(fēng)格有其明顯的傾向性:整體型、激進(jìn)型、立法型和司法型教學(xué)風(fēng)格占優(yōu)勢(shì);局部型、保守型和執(zhí)行型教學(xué)風(fēng)格不占優(yōu)勢(shì)。 第二,幼兒園教師的教學(xué)風(fēng)格受到教齡、職稱、優(yōu)秀教師稱號(hào)的影響:不同教齡的教師在局部型、激進(jìn)型、立法型和執(zhí)行型教學(xué)風(fēng)格上存在顯著差異;有無(wú)職稱及職稱的高低影響幼兒園教師的整體型、局部型、激進(jìn)型和執(zhí)行型教學(xué)風(fēng)格;一般教師和優(yōu)秀教師在整體型和執(zhí)行型教學(xué)風(fēng)格上存在顯著差異。 第三,幼兒園教師的教學(xué)風(fēng)格不受學(xué)歷和園所級(jí)別的影響。 第四,在人格與教學(xué)風(fēng)格的關(guān)系上,不同維度的教學(xué)風(fēng)格受人格影響的程度不同:其中整體型、激進(jìn)型、立法型和司法型教學(xué)風(fēng)格與人格的某些特質(zhì)存在顯著的相關(guān)關(guān)系,受人格的影響比較大;而局部型、保守型和執(zhí)行型教學(xué)風(fēng)格與人格不存在顯著的相關(guān)關(guān)系。 本文在研究的基礎(chǔ)上為幼兒園教師教學(xué)風(fēng)格的形成與發(fā)展提出了相應(yīng)建議。
[Abstract]:The teaching style of kindergarten teachers is a highly unified behavior pattern system formed by teachers in the long teaching practice and a symbol of the stable state of teachers' individualized teaching art. With the deepening of teachers' professionalization and the development of teaching theory research, people pay more and more attention to the research of kindergarten teachers' teaching style. The individualized teaching style of kindergarten teachers embodies the creativity of teachers' labor, is an important means to cultivate children's fine personality, and is an important milestone of teachers' professional development. However, the current research on kindergarten teachers' teaching style in our country is not optimistic. In theory and practice, there are few systematic researches on the teaching style of kindergarten teachers. Instead of exploring this kind of "scheme", "mode", people are blindly seeking to get teachers to accept a new teaching plan, a curriculum model, or to learn the teaching methods of some good teachers. Whether the Teaching Law accords with the teachers' own conditions and teaching characteristics. These factors are not conducive to kindergarten teachers to form their own teaching style. In this study, literature, questionnaire, interview and other research methods are used to summarize the definition, classification and influencing factors of the concept of teaching style, and to deeply analyze the overall situation of kindergarten teachers' teaching style and related influencing factors. The conclusions are as follows: first, the teaching style of kindergarten teachers has its obvious tendency: holistic, radical, legislative and judicial teaching style is dominant; Local, conservative and executive teaching styles are not dominant. Second, the teaching style of kindergarten teachers is influenced by teaching age, professional title and excellent teacher title: there are significant differences in local, radical, legislative and executive teaching styles among teachers of different teaching years; The level of titles and titles affects the teaching styles of kindergarten teachers as a whole, partial, radical and executive, and there are significant differences between general teachers and excellent teachers in overall and executive teaching styles. Thirdly, the teaching style of kindergarten teachers is not influenced by educational background and school level. Fourthly, on the relationship between personality and teaching style, different dimensions of teaching style are influenced by personality to different extent: among them, there is a significant correlation between holistic, radical, legislative and judicial teaching styles and some characteristics of personality. Influenced by personality; However, there was no significant correlation between local, conservative and executive teaching styles and personality. On the basis of the research, this paper puts forward some suggestions for the formation and development of kindergarten teachers' teaching style.
【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)】：G612

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