【摘要】： 當(dāng)今社會(huì),國(guó)際競(jìng)爭(zhēng)日趨激烈,社會(huì)需求也逐漸多樣化,知識(shí)經(jīng)濟(jì)時(shí)代已經(jīng)到來(lái)。在這樣的社會(huì)背景中,合作便成為了人們生活中不可或缺的一部分。為了更好的培養(yǎng)人的合作意識(shí)和合作能力,合作學(xué)習(xí)的重要性日益凸顯出來(lái)。對(duì)于基礎(chǔ)教育重要組成部分的幼兒園教育來(lái)說(shuō),合作學(xué)習(xí)活動(dòng)的展開(kāi)更是必不可少。 筆者在已有研究的基礎(chǔ)上,深入幼兒園觀察教師有計(jì)劃、有目的開(kāi)展的合作學(xué)習(xí)活動(dòng),收集到了大量的小、中、大班師幼互動(dòng)的案例。對(duì)這些案例進(jìn)行了量的統(tǒng)計(jì)和質(zhì)的分析,在參考相關(guān)文獻(xiàn)的基礎(chǔ)上,對(duì)合作學(xué)習(xí)中師幼互動(dòng)的特點(diǎn)進(jìn)行了歸納與總結(jié),并根據(jù)研究結(jié)果,提出了相關(guān)的教育建議。論文由以下四部分組成。 第一部分:引論。主要介紹研究問(wèn)題提出的背景,國(guó)內(nèi)外關(guān)于合作學(xué)習(xí)中教師角色、教師指導(dǎo)策略及師幼互動(dòng)相關(guān)問(wèn)題的研究綜述,以及本研究的概念界定和研究方法。 第二部分:合作學(xué)習(xí)活動(dòng)中不同發(fā)起者發(fā)起的師幼互動(dòng)的特點(diǎn)。從活動(dòng)的不同發(fā)起者出發(fā)把合作學(xué)習(xí)活動(dòng)中的師幼互動(dòng)分解為教師發(fā)起的師幼互動(dòng)和幼兒發(fā)起的師幼互動(dòng)兩個(gè)部分,并從互動(dòng)的主題、主體與互動(dòng)過(guò)程三個(gè)維度進(jìn)行了師幼互動(dòng)特點(diǎn)的分析與總結(jié)。 第三部分:合作學(xué)習(xí)活動(dòng)中不同階段師幼互動(dòng)的特點(diǎn)。對(duì)觀察到的案例按照明確目標(biāo)與布置任務(wù)階段、合作活動(dòng)展開(kāi)階段和總結(jié)與評(píng)價(jià)階段三個(gè)縱向維度,以及互動(dòng)主題、互動(dòng)過(guò)程兩個(gè)橫向維度,對(duì)合作學(xué)習(xí)活動(dòng)中的師幼互動(dòng)特點(diǎn)進(jìn)行了總結(jié)和分析。 第四部分:結(jié)論和教育建議。對(duì)合作學(xué)習(xí)活動(dòng)中的師幼互動(dòng)特點(diǎn)進(jìn)行提煉,歸納出合作學(xué)習(xí)活動(dòng)中師幼活動(dòng)的總體特征,并據(jù)此對(duì)教師指導(dǎo)合作學(xué)習(xí)活動(dòng)提出了相關(guān)的建議。
[Abstract]:In today's society, international competition is becoming increasingly fierce, social needs are gradually diversified, the era of knowledge economy has arrived. In such a social background, cooperation has become an indispensable part of people's lives. In order to cultivate the cooperation consciousness and ability, the importance of cooperative learning is becoming more and more prominent. For the kindergarten education which is an important part of basic education, it is necessary to develop cooperative learning activities. On the basis of the existing research, the author goes deep into the kindergarten to observe teachers' planned and purposeful cooperative learning activities, and collects a large number of small, medium and large class teachers and children interaction cases. Based on the quantitative statistics and qualitative analysis of these cases, this paper summarizes and summarizes the characteristics of interaction between teachers and children in cooperative learning on the basis of references to relevant literature, and puts forward relevant educational suggestions according to the results of the research. The thesis consists of four parts. Part one: introduction. This paper mainly introduces the background of the research, the research review of teachers' roles, teacher guidance strategies and teacher-child interaction in cooperative learning at home and abroad, as well as the conceptual definition and research methods of this study. The second part: the characteristics of teacher-child interaction initiated by different initiators in cooperative learning activities. Starting from the different initiators of the activities, the teacher-child interaction in cooperative learning activities is divided into two parts: teacher-initiated teacher-child interaction and teacher-child interaction. The characteristics of teacher-child interaction are analyzed and summarized in the three dimensions of subject and interaction process. The third part: the characteristics of teacher-child interaction in different stages of cooperative learning activities. According to the clear goal and assignment task stage, the three vertical dimensions of cooperation activity development stage and summary and evaluation stage, as well as the interactive theme, the interaction process two horizontal dimensions, The characteristics of teacher-child interaction in cooperative learning activities are summarized and analyzed. The fourth part: conclusion and education suggestion. Abstract the characteristics of teacher-child interaction in cooperative learning activities, sum up the overall characteristics of teacher-child activities in cooperative learning activities, and put forward relevant suggestions for teachers to guide cooperative learning activities.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類(lèi)號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 王金芳;4-5歲幼兒美工區(qū)小組學(xué)習(xí)研究[D];南京師范大學(xué);2011年

2 陸海蓮;幼兒園生活活動(dòng)中的師幼對(duì)話個(gè)案研究[D];東北師范大學(xué);2012年

3 蘭曄;中班幼兒繪畫(huà)教學(xué)活動(dòng)中師幼互動(dòng)存在的問(wèn)題及對(duì)策研究[D];河北大學(xué);2013年

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本文編號(hào)：2369745