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

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【摘要】：農(nóng)村幼兒在我國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)系到學前教育整體的發(fā)展趨勢。學前教育科學領(lǐng)域中數(shù)學部分的教學是幼兒園教學中的重要內(nèi)容。大班幼兒面臨升入小學的現(xiàn)實壓力,其數(shù)學領(lǐng)域的發(fā)展更受家長和老師的重視。農(nóng)村幼兒園大班數(shù)學教學情況如何,本人通過深入農(nóng)村幼兒園大班的數(shù)學教學活動,對其進行全程非參與式觀察,對教師進行結(jié)構(gòu)式訪談和問卷調(diào)查,了解當前農(nóng)村幼兒園數(shù)學教學的現(xiàn)實情況。本研究以咸寧市四所幼兒園為研究樣本,縣、鄉(xiāng)(鎮(zhèn))級公立、私立幼兒園各一所,每個幼兒園隨機抽取兩個大班,對其數(shù)學教學活動過程進行觀察、分析,對此次活動的組織者和園長進行訪談,從而對數(shù)學教學目標、內(nèi)容、方法、組織和評價以及內(nèi)外部環(huán)境進行了解,在此基礎(chǔ)上揭示此地區(qū)農(nóng)村幼兒園數(shù)學教學的問題。通過對農(nóng)村幼兒園大班數(shù)學教學情況的分析表明：教師能從幼兒發(fā)展水平、教材特點以及當?shù)貙嶋H情況出發(fā)來制定教學目標；在選擇教學內(nèi)容時,教師能運用發(fā)展性的教育理念對已有教材內(nèi)容進行再開發(fā)；教師能常用幼兒更樂于接受的游戲法和操作法進行教學活動；在教學評價方面能堅持科學的兒童觀,認為每個幼兒都具有發(fā)展?jié)摿?能全面地評價幼兒,積極肯定其好的方面,對其尚欠缺的方面能進行有針對性地分析、與家長進行交流以及個別進行指導(dǎo)。但是,所調(diào)查幼兒園大班教師在設(shè)定數(shù)學教學活動目標時,更多的傾向于幼兒的認知目標和情感態(tài)度目標；制定目標優(yōu)先考慮教材、教育計劃而忽視幼兒發(fā)展特點和幼兒興趣所在。在教學內(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題；為迎合家長而導(dǎo)致數(shù)學教學內(nèi)容不同程度小學化的情況,學讀、學寫、學算成為教學的重點；由于大班幼兒年齡普遍偏小,客觀上造成教學內(nèi)容的難度大大增加,適宜性和科學性也值得質(zhì)疑；教學內(nèi)容的組織實施過程中逾越了教師支持者、引導(dǎo)者的角色。教學組織形式和實施方面,B幼兒園采用分組教學的形式,其他幼兒園采取集體教學為主的形式。在教學方法上,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。在教學評價上,家長對幼兒的評價主要以可見的學習結(jié)果為主,如會寫多少、會算到什么程度的加減運算；教師對幼兒的評價重點也在幼兒學習的結(jié)果,忽視幼兒數(shù)學學習的過程�？h級幼兒園在各個方面皆稍好于鄉(xiāng)級幼兒園。筆者從農(nóng)村幼兒園現(xiàn)存的問題出發(fā),提出改進農(nóng)村幼兒園數(shù)學教學的建議：教師不斷學習、反思；為幼兒建立數(shù)學學習成長檔案；建立完善的數(shù)學教學活動的評價體系；從政策和投入等方面促進農(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.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G613.4

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相關(guān)期刊論文 前1條

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本文編號：1433907