發(fā)布時(shí)間：2019-03-19 09:38

【摘要】： 研究從幼兒園觀摩教學(xué)中教師的原始行為文本出發(fā),指明教師行為背后潛藏著控制他人印象以有利于自身的意圖,明確教師在觀摩教學(xué)情境中,憑借其教師角色,在這種期望獲得他人良好評(píng)價(jià)的意圖驅(qū)使下,所有意表現(xiàn)出來(lái)的全部行為都是表演。它是一種復(fù)雜的話語(yǔ)施效行為,并帶有理想化的特征。 借鑒現(xiàn)象學(xué)的本質(zhì)直觀,在對(duì)眾多觀摩教學(xué)中教師的表演進(jìn)行聯(lián)想和想象之后,浮現(xiàn)提取出了具有內(nèi)在關(guān)聯(lián)的期望、布置、控制和結(jié)果四個(gè)環(huán)節(jié),從而說(shuō)明表演具有內(nèi)在的一致性與連貫性。同時(shí),表演代表和反映了教師的自我意識(shí),表明了教師對(duì)于教育教學(xué)的認(rèn)識(shí)和理解;其本身是教師對(duì)于教學(xué)的一種理想化,蘊(yùn)藏著教師教育教學(xué)生活的意義。其次,表演是教師以自己的方式對(duì)于自身教育教學(xué)生活的展示,代表了教學(xué)公共性的一面,滿足了教師交流和表達(dá)的需要。表演是教師與課堂中他者的一種交往,也是他人的在場(chǎng)對(duì)于課堂中師生互動(dòng)的影響。作為教育實(shí)踐中教師的一類(lèi)行動(dòng),表演不僅具有真實(shí)性,而且與教師的自我認(rèn)識(shí)及自我發(fā)展有著密切的關(guān)系,具有較大的研究?jī)r(jià)值和實(shí)踐意義。 在承認(rèn)了表演的合理性之后,研究使用了“理想類(lèi)型”方法,概括描述了幼兒園觀摩教學(xué)中教師表演的三種類(lèi)型:教育理論主導(dǎo)型表演、自身特點(diǎn)主導(dǎo)型表演和教學(xué)任務(wù)主導(dǎo)型表演。三者在表演內(nèi)容、表演結(jié)果、表演的適當(dāng)性、表演的理想化程度、表演與教師的關(guān)系以及表演與教學(xué)的關(guān)系上都有所不同。前兩種表演在觀摩教學(xué)情境中不夠適當(dāng),使教師自身陷入了自我分離,也忽視了幼兒的發(fā)展,甚至?xí)o幼兒帶來(lái)消極影響。教學(xué)任務(wù)主導(dǎo)型表演是現(xiàn)實(shí)存在的值得提倡的一種表演類(lèi)型,教師的表演不僅帶來(lái)了教學(xué)的創(chuàng)新,實(shí)現(xiàn)了其自我的發(fā)展,也給予了兒童有效的學(xué)習(xí)。 因此,我們倡導(dǎo)和推崇教學(xué)任務(wù)主導(dǎo)型表演,一方面彰顯教師的個(gè)性與生活,另一方面實(shí)現(xiàn)教育的真且善。為此,研究分析了影響教師表演的因素,包括“臉面”文化、教育組織及評(píng)價(jià)制度、觀摩教學(xué)自身的習(xí)性、時(shí)間、空間和教師自身的內(nèi)部因素(包括教師的個(gè)性特點(diǎn)、成長(zhǎng)階段、教育觀念,以及教師的自我評(píng)價(jià)),并給出了以下兩方面的可行性建議:1教師自身要加強(qiáng)自我認(rèn)識(shí),堅(jiān)定自身的實(shí)踐立場(chǎng);2改革觀摩教學(xué)的組織和評(píng)價(jià)制度。
[Abstract]:This paper, based on the original text of the teacher's original behavior in the kindergarten, indicates that the teacher's behavior is hidden under the control of other people's impression so as to be in favor of its own intention. Under the intention of this expectation to gain a good evaluation of others, all the acts that have come out of the act are performance. It is a complex discourse effect and has an idealistic character. Based on the essence of phenomenology, after the association and imagination of the performance of the teachers in many views, the four links of the expectation, arrangement, control and result of the internal association have been extracted, so that the performance has the inherent one. At the same time, the performance represents and reflects the teacher's self-consciousness, which shows the teacher's understanding and understanding of the education teaching. Second, the performance is the display of the teacher's own way to the teaching and teaching of self-education, which represents one side of the teaching publicity, and meets the teacher's communication. The performance is a kind of communication between the teacher and other people in the class, and the presence of others is the teacher in the classroom As a class of action for teachers in the practice of education, the performance is not only true, but also has a close relationship with the teacher's self-understanding and self-development. After recognition of the rationality of the performance, the study uses the "ideal type" method, and generally describes the three types of the teacher's performance in the kindergarten. The performance and the teaching task-oriented performance. The three are the performance, the performance, the appropriateness of the performance, the degree of idealization of the performance, the relationship between the performance and the teacher, and the table. The relationship between the performance and the teaching is different. The former two performances are not suitable in the situation of the watching and learning, so that the teachers themselves are in the self-separation, and the development of the young children is also neglected. The teaching task-oriented performance is a kind of performance type which is worth promoting. The performance of the teacher is not only the innovation of teaching, but also the self-development of the teacher. The exhibition also gives children an effective study. Therefore, we advocate and promote the teaching task-oriented performance, on the one hand, to highlight the teaching On the other hand, the author analyzes the factors that affect the performance of the teacher, including the "face" culture, the education organization and the evaluation system, the habit, the time, the space and the internal factors of the teachers themselves. (including the teacher's self-evaluation, the development stage, the education concept, and the teacher's self-evaluation).
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類(lèi)號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前4條

1 蔡冰夏;“在歷練中成長(zhǎng)”[D];華東師范大學(xué);2011年

2 葛鶯芳;生命化教育視角下的幼兒園集體教學(xué)活動(dòng)研究[D];西北師范大學(xué);2009年

3 汪曉軍;私立親子教育機(jī)構(gòu)中家長(zhǎng)參與的現(xiàn)狀分析[D];東北師范大學(xué);2010年

4 賈思鑫;觀摩課對(duì)教師教學(xué)反思的支持研究[D];四川師范大學(xué);2012年

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本文編號(hào)：2443408