本文選題：轉(zhuǎn)崗教師　切入點：農(nóng)村幼兒教師　出處：《廣西師范大學(xué)》2014年碩士論文

【摘要】：農(nóng)村轉(zhuǎn)崗幼兒教師評價行為是指農(nóng)村轉(zhuǎn)崗幼兒教師在農(nóng)村幼兒園,通過言語和非言語的方式,對幼兒的行為表現(xiàn)及發(fā)展變化所做出的具有肯定性或者否定性的價值判斷。集體教學(xué)活動主要是指在幼兒園教育指導(dǎo)綱要及目標指引下,教師有目的、有計劃通過組織、引導(dǎo)幼兒共同參與特定內(nèi)容的學(xué)習的活動過程。 本研究者以廣西桂林市的30名農(nóng)村轉(zhuǎn)崗幼兒教師為研究對象,以集體教學(xué)活動為教育情境來進行研究,通過實地考察,采用事件取樣觀察法對農(nóng)村轉(zhuǎn)崗幼兒教師評價行為進行觀察記錄,記錄其評價行為的真實過程,對觀察記錄進行分析編碼,運用訪談的方式獲得在農(nóng)村幼兒園集體教學(xué)活動中轉(zhuǎn)崗教師的評價行為等各種資料,進一步了解農(nóng)村轉(zhuǎn)崗幼兒教師評價行為存在問題的原因,最后進行分析整理。 經(jīng)過分析整理,研究者得出以下結(jié)論。首先,研究者將農(nóng)村轉(zhuǎn)崗幼兒教師在集體教學(xué)活動中的評價行為分為言語型評價行為和非言語型評價行為,從評價性質(zhì)、評價方式、評價主題和評價效果為切入點,分析了當前集體教學(xué)活動中農(nóng)村轉(zhuǎn)崗幼兒教師評價行為的現(xiàn)狀,主要有以下幾個方面：集體教學(xué)活動中農(nóng)村轉(zhuǎn)崗幼兒教師評價行為的言語型評價行為次數(shù)高于非言語評價行為次數(shù)；否定性評價次數(shù)高于肯定性評價次數(shù)；籠統(tǒng)評價次數(shù)高于具體評價和暗示評價次數(shù)；幼兒認知情感方面的評價次數(shù)高于身體健康和社會性發(fā)展方面評價次數(shù)；消極評價次數(shù)高于積極評價次數(shù)。 其次,研究者從農(nóng)村轉(zhuǎn)崗幼兒教師在集體教學(xué)活動中評價行為現(xiàn)狀來分析其存在的問題,非言語型評價貧乏、單調(diào)；以言語型評價為主,過多注重活動結(jié)果,忽視活動過程；以否定性評價為主,不利于幼兒積極自我概念的發(fā)展；評價語言過于籠統(tǒng),缺乏針對性；評價主題單一,缺乏對幼兒身體健康及社會性發(fā)展的評價；評價效果趨向消極,缺乏激勵性。再次,研究者還分析了農(nóng)村轉(zhuǎn)崗幼兒教師評價行為主要受到其專業(yè)知識及素養(yǎng)、評價知識、刻板印象、評價情境等原因的影響。 最后,研究者對農(nóng)村轉(zhuǎn)崗幼兒教師提出建議和策略,引起農(nóng)村轉(zhuǎn)崗幼兒教師對幼兒的評價的重視,提高農(nóng)村轉(zhuǎn)崗幼兒教師的評價意識,引導(dǎo)其評價行為走向正確的方向。
[Abstract]:The evaluation behavior of rural transferred preschool teachers refers to the rural transferred preschool teachers in rural kindergartens, through verbal and non-verbal ways, Collective teaching activities mainly refer to teachers' purposeful and planned organization under the guidance of kindergarten education guidelines and objectives. The process of guiding children to participate in the learning of specific content. This research takes 30 rural transferred preschool teachers in Guilin, Guangxi as the research object, and takes the collective teaching activities as the educational situation to carry on the research, through the field investigation, The method of event sampling and observation was used to observe and record the evaluation behavior of rural transferred preschool teachers, to record the real process of their evaluation behavior, and to analyze and code the observation records. Using the method of interview to obtain all kinds of information such as the evaluation behavior of transferred teachers in the collective teaching activities of rural kindergartens and further understand the reasons of the problems in the evaluation behavior of rural transferred preschool teachers. Finally the author analyzed and sorted out the problems. Through analysis and arrangement, the researcher draws the following conclusions. Firstly, the evaluation behavior of rural transferred preschool teachers in collective teaching activities is divided into verbal evaluation behavior and non-verbal evaluation behavior, from the nature of evaluation, evaluation methods. This paper analyzes the current situation of the evaluation behavior of the rural transferred preschool teachers in the collective teaching activities by using the evaluation theme and the evaluation effect as the starting point. There are the following aspects: the number of verbal evaluation behavior of rural transferred preschool teachers is higher than that of non-verbal evaluation behavior, the number of negative evaluation is higher than that of positive evaluation; The frequency of general evaluation was higher than that of specific evaluation and implied evaluation; the number of children's cognitive emotion evaluation was higher than that of physical health and social development; the number of negative evaluation was higher than that of positive evaluation. Secondly, the researcher analyzes the existing problems from the current situation of evaluating the behavior of rural transferred preschool teachers in collective teaching activities. The non-verbal evaluation is poor and monotonous, the verbal evaluation is mainly focused on the results of activities, and the process of activities is ignored. Negative evaluation is the main factor, which is not conducive to the development of children's positive self-concept; the evaluation language is too general and lack of pertinence; the subject of evaluation is single, and the evaluation of children's physical health and social development is lacking; the evaluation effect tends to be negative. Thirdly, the researcher also analyzed that the evaluation behavior of rural transferred preschool teachers was mainly influenced by their professional knowledge and accomplishment, evaluation knowledge, stereotype, evaluation situation and so on. Finally, the researcher puts forward suggestions and strategies to the rural transferred preschool teachers, causes the rural transferred preschool teachers to attach importance to the evaluation of young children, improves the evaluation consciousness of the rural transferred preschool teachers, and guides their evaluation behavior in the right direction.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G612

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