本文關(guān)鍵詞：農(nóng)村幼兒園大班數(shù)學(xué)教學(xué)的問(wèn)題研究　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：農(nóng)村幼兒在我國(guó)幼兒總體中占很大比重。農(nóng)村幼兒教育的發(fā)展情況關(guān)系到學(xué)前教育整體的發(fā)展趨勢(shì)。學(xué)前教育科學(xué)領(lǐng)域中數(shù)學(xué)部分的教學(xué)是幼兒園教學(xué)中的重要內(nèi)容。大班幼兒面臨升入小學(xué)的現(xiàn)實(shí)壓力,其數(shù)學(xué)領(lǐng)域的發(fā)展更受家長(zhǎng)和老師的重視。農(nóng)村幼兒園大班數(shù)學(xué)教學(xué)情況如何,本人通過(guò)深入農(nóng)村幼兒園大班的數(shù)學(xué)教學(xué)活動(dòng),對(duì)其進(jìn)行全程非參與式觀察,對(duì)教師進(jìn)行結(jié)構(gòu)式訪談和問(wèn)卷調(diào)查,了解當(dāng)前農(nóng)村幼兒園數(shù)學(xué)教學(xué)的現(xiàn)實(shí)情況。本研究以咸寧市四所幼兒園為研究樣本,縣、鄉(xiāng)(鎮(zhèn))級(jí)公立、私立幼兒園各一所,每個(gè)幼兒園隨機(jī)抽取兩個(gè)大班,對(duì)其數(shù)學(xué)教學(xué)活動(dòng)過(guò)程進(jìn)行觀察、分析,對(duì)此次活動(dòng)的組織者和園長(zhǎng)進(jìn)行訪談,從而對(duì)數(shù)學(xué)教學(xué)目標(biāo)、內(nèi)容、方法、組織和評(píng)價(jià)以及內(nèi)外部環(huán)境進(jìn)行了解,在此基礎(chǔ)上揭示此地區(qū)農(nóng)村幼兒園數(shù)學(xué)教學(xué)的問(wèn)題。通過(guò)對(duì)農(nóng)村幼兒園大班數(shù)學(xué)教學(xué)情況的分析表明：教師能從幼兒發(fā)展水平、教材特點(diǎn)以及當(dāng)?shù)貙?shí)際情況出發(fā)來(lái)制定教學(xué)目標(biāo)；在選擇教學(xué)內(nèi)容時(shí),教師能運(yùn)用發(fā)展性的教育理念對(duì)已有教材內(nèi)容進(jìn)行再開發(fā)；教師能常用幼兒更樂(lè)于接受的游戲法和操作法進(jìn)行教學(xué)活動(dòng)；在教學(xué)評(píng)價(jià)方面能堅(jiān)持科學(xué)的兒童觀,認(rèn)為每個(gè)幼兒都具有發(fā)展?jié)摿?能全面地評(píng)價(jià)幼兒,積極肯定其好的方面,對(duì)其尚欠缺的方面能進(jìn)行有針對(duì)性地分析、與家長(zhǎng)進(jìn)行交流以及個(gè)別進(jìn)行指導(dǎo)。但是,所調(diào)查幼兒園大班教師在設(shè)定數(shù)學(xué)教學(xué)活動(dòng)目標(biāo)時(shí),更多的傾向于幼兒的認(rèn)知目標(biāo)和情感態(tài)度目標(biāo)；制定目標(biāo)優(yōu)先考慮教材、教育計(jì)劃而忽視幼兒發(fā)展特點(diǎn)和幼兒興趣所在。在教學(xué)內(nèi)容上,幼兒園所用教材不一,存在多種不同教材結(jié)合使用,造成教學(xué)內(nèi)容偏多、偏難,幼兒接受程度較低以及教師工作量增加等問(wèn)題；為迎合家長(zhǎng)而導(dǎo)致數(shù)學(xué)教學(xué)內(nèi)容不同程度小學(xué)化的情況,學(xué)讀、學(xué)寫、學(xué)算成為教學(xué)的重點(diǎn)；由于大班幼兒年齡普遍偏小,客觀上造成教學(xué)內(nèi)容的難度大大增加,適宜性和科學(xué)性也值得質(zhì)疑；教學(xué)內(nèi)容的組織實(shí)施過(guò)程中逾越了教師支持者、引導(dǎo)者的角色。教學(xué)組織形式和實(shí)施方面,B幼兒園采用分組教學(xué)的形式,其他幼兒園采取集體教學(xué)為主的形式。在教學(xué)方法上,以使用操作法和游戲法為主,忽視了因內(nèi)容而變換使用不同方法。在教學(xué)評(píng)價(jià)上,家長(zhǎng)對(duì)幼兒的評(píng)價(jià)主要以可見的學(xué)習(xí)結(jié)果為主,如會(huì)寫多少、會(huì)算到什么程度的加減運(yùn)算；教師對(duì)幼兒的評(píng)價(jià)重點(diǎn)也在幼兒學(xué)習(xí)的結(jié)果,忽視幼兒數(shù)學(xué)學(xué)習(xí)的過(guò)程�？h級(jí)幼兒園在各個(gè)方面皆稍好于鄉(xiāng)級(jí)幼兒園。筆者從農(nóng)村幼兒園現(xiàn)存的問(wèn)題出發(fā),提出改進(jìn)農(nóng)村幼兒園數(shù)學(xué)教學(xué)的建議：教師不斷學(xué)習(xí)、反思；為幼兒建立數(shù)學(xué)學(xué)習(xí)成長(zhǎng)檔案；建立完善的數(shù)學(xué)教學(xué)活動(dòng)的評(píng)價(jià)體系；從政策和投入等方面促進(jìn)農(nóng)村幼兒園的發(fā)展。
[Abstract]:The development of rural early childhood education is related to the overall development trend of preschool education. The teaching of mathematics in the field of preschool education science is an important part of kindergarten teaching. Content. Large class children are faced with the realistic pressure of getting into primary school. The development of mathematics field is paid more attention by parents and teachers. How about the mathematics teaching of large class in rural kindergartens, I conduct a non-participatory observation through the mathematics teaching activities of large classes in rural kindergartens. In order to understand the current situation of mathematics teaching in rural kindergartens, this study takes four kindergartens in Xianning city as the research sample, county, township (town) level public. A private kindergarten, each kindergarten randomly selected two large classes, to observe the process of mathematics teaching activities, analysis, the organizers of this activity and the director of interviews, so as to the mathematics teaching objectives. Content, methods, organization and evaluation, as well as internal and external environment for understanding. On this basis, the problems of mathematics teaching in rural kindergartens in this area are revealed. Through the analysis of mathematics teaching in large classes in rural kindergartens, it is shown that teachers can develop from the level of infant development. The characteristics of the teaching material and the actual situation of the local to formulate the teaching objectives; When choosing the teaching content, the teacher can use the developmental education idea to redevelop the content of the existing teaching material; Teachers can often use children more willing to accept the game method and the method of operation to carry out teaching activities; In teaching evaluation can adhere to a scientific view of children, think that every child has development potential, can comprehensively evaluate children, positive affirmation of its good aspects, its lack of aspects can be targeted analysis. Communication with parents and individual instruction. However, teachers in the large kindergarten classes tend to the cognitive goals and affective attitude goals of children when they set the goals of mathematics teaching activities. In the teaching content, the teaching materials used in kindergartens are different, and there are many kinds of teaching materials used in combination. Causes the teaching content to be too many, the partial difficulty, the young child accepts the degree to be low as well as the teacher workload increases and so on the question; In order to cater to the parents and lead to the mathematics teaching content of different degrees of primary school situation, learning to read, learn to write, learning to calculate become the focus of teaching; Due to the small age of children in large classes, the difficulty of teaching content is increased, and the appropriateness and scientific nature are also questionable. In the process of organizing and implementing the teaching content, it oversteps the role of teachers' supporters and guides, and adopts the form of group teaching in the form of teaching organization and implementation. Other kindergartens take the form of collective teaching. In teaching methods, the use of the operator and the game method is the main, ignoring the content to change the use of different methods. In teaching evaluation. Parents' evaluation of children is mainly based on visible learning results, such as how much can be written, what degree of addition and subtraction will be calculated; Teachers' evaluation of children is also focused on the results of infant learning, ignoring the process of infant mathematics learning. County kindergartens are slightly better than township kindergartens in all aspects. The author starts from the existing problems of rural kindergartens. Some suggestions on how to improve mathematics teaching in rural kindergartens are put forward: teachers constantly study and reflect; Establishing a mathematical learning growth file for young children; Establish a perfect evaluation system of mathematics teaching activities; To promote the development of rural kindergartens in terms of policy and investment.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G613.4

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本文編號(hào)：1433907