【摘要】： 在幼兒園集體教學(xué)活動(dòng)中,幼兒經(jīng)常會(huì)發(fā)生一些不規(guī)范行為,造成對(duì)自身和他人的消極影響。因此,教師的指導(dǎo)方式(語言、表情、動(dòng)作等)對(duì)幼兒在課堂上的行為規(guī)范起著重要作用。尤其對(duì)處于幼小銜接關(guān)鍵時(shí)期的大班幼兒來說,教師對(duì)其失范行為的指導(dǎo)會(huì)影響幼兒的行為習(xí)慣和學(xué)業(yè)適應(yīng)能力。 本研究的目的是歸納和整理教師指導(dǎo)和幼兒失范行為的類型,同時(shí)了解目前教師指導(dǎo)的現(xiàn)狀、不同教師在指導(dǎo)方式上的差異,并在此基礎(chǔ)上分析幼兒失范行為的原因、教師指導(dǎo)方式的影響因素等,從而進(jìn)一步探討不同教師指導(dǎo)方式所產(chǎn)生的效果、對(duì)幼兒行為和情緒的影響,以及教師不同的語言指導(dǎo)方式對(duì)幼兒的影響。 為達(dá)到以上研究目的,本文采用了問卷法、現(xiàn)場觀察法、訪談法。研究表明:不同教齡和學(xué)歷的教師在指導(dǎo)方式上存在著差異;教師最常用的指導(dǎo)方式是語言指導(dǎo),最少使用的是“語言指導(dǎo)+身體接觸”和“非語言指導(dǎo)+身體接觸”;教師的不同指導(dǎo)方式會(huì)引發(fā)幼兒不同的反應(yīng),教師的指導(dǎo)方式大多能引發(fā)幼兒的積極反應(yīng),但有些指導(dǎo)方式也會(huì)引發(fā)幼兒較多的消極情緒;在語言指導(dǎo)方面,教師使用“詢問式”和“建議式”的語言指導(dǎo)會(huì)獲得幼兒更積極的回應(yīng)。 本文從幼兒發(fā)展的角度探討科學(xué)有效的、促進(jìn)幼兒身心發(fā)展的教師指導(dǎo)方式;從教育實(shí)踐的角度為幼兒教師提高自身素質(zhì)與課堂效率提供一定的參考;從尊重兒童文化的角度反思真正需要指導(dǎo)的幼兒失范行為,以及正確的教師指導(dǎo)觀念和策略。
[Abstract]:In kindergarten collective teaching activities, children often have some non-standard behavior, which causes negative effects on themselves and others. Therefore, the teacher's instruction style (language, expression, action, etc.) plays an important role in children's behavior norms in class. Especially for the large class children who are in the key period of early childhood convergence, teachers' guidance to their abnormal behavior will affect the children's behavior habits and academic adaptability. The purpose of this study is to summarize and sort out the types of teachers' guidance and toddler's abnormal behavior, at the same time to understand the present situation of teachers' guidance, the differences of different teachers' guiding ways, and on this basis, to analyze the causes of children's abnormal behavior. In order to further explore the effect of different teacher guidance style, the influence on children's behavior and emotion, and the influence of teachers' different language guidance style on young children. In order to achieve the above purpose, this paper adopts questionnaire method, field observation method and interview method. The research shows that the teachers with different teaching years and academic qualifications have different guiding methods, the most commonly used methods are language instruction, and the least use is "language guiding physical contact" and "Non-verbal guidance physical contact". Teachers' different ways of guidance will lead to different responses of young children. Most of the ways of teachers' guidance can lead to children's positive reactions, but some of the ways of guidance will also lead to children's more negative emotions. In terms of language guidance, teachers use "inquiry" and "advice" to get more positive responses from young children. From the perspective of infant development, this paper discusses the scientific and effective ways to guide teachers to promote their physical and mental development, and provides some references for teachers to improve their own quality and classroom efficiency from the angle of educational practice. From the perspective of respecting children's culture, this paper reflects on the behavior of children who really need guidance, as well as the correct concept and strategy of teachers' guidance.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉書兵;;幼兒集體意識(shí)的培養(yǎng)[J];中國科教創(chuàng)新導(dǎo)刊;2013年18期

相關(guān)碩士學(xué)位論文 前3條

1 高志娟;3-6歲幼兒違規(guī)行為研究[D];南京師范大學(xué);2011年

2 沈吟;混齡教育過程考察[D];南京師范大學(xué);2011年

3 池小亮;中班集體教學(xué)活動(dòng)中幼兒行為“失范”情境下的教師言語策略[D];河北大學(xué);2013年

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本文編號(hào)：2417625