發(fā)布時間：2018-04-03 11:01

  本文選題：幼兒　切入點：學(xué)習(xí)品質(zhì)　出處：《信陽師范學(xué)院》2017年碩士論文

【摘要】：目前,早期學(xué)習(xí)與發(fā)展包涵的領(lǐng)域中,學(xué)習(xí)品質(zhì)扮演了越來越重要的角色,對學(xué)前教育質(zhì)量的提升和學(xué)前教育的改革起著核心作用。教育部為規(guī)范學(xué)前教育的實施,于2012年頒布了《3-6歲兒童學(xué)習(xí)與發(fā)展指南》(以下簡稱指南)�！吨改稀吩趯W(xué)前兒童學(xué)習(xí)品質(zhì)進(jìn)行解釋的同時,強(qiáng)調(diào)了學(xué)習(xí)品質(zhì)對兒童發(fā)展的重要作用。現(xiàn)有關(guān)于學(xué)習(xí)品質(zhì)的研究大多和學(xué)生氣質(zhì)類型、入學(xué)準(zhǔn)備和學(xué)業(yè)成就有關(guān),其中有關(guān)家庭因素和學(xué)習(xí)品質(zhì)的關(guān)系被研究得最多,包括家庭方面的文化資本、成員關(guān)系、教養(yǎng)方式這三個因素也在一定程度上影響兒童的學(xué)習(xí)品質(zhì)。除上述影響因素,兒童學(xué)習(xí)品質(zhì)的發(fā)展還和師幼互動質(zhì)量息息相關(guān)。然而現(xiàn)階段注意到師幼互動質(zhì)量的學(xué)者不多,相關(guān)研究也少,廣大教育研究者和實施者對師幼互動的重要性認(rèn)知度還不高。在對5-6歲幼兒學(xué)習(xí)品質(zhì)與師幼互動質(zhì)量的關(guān)系進(jìn)行調(diào)查分析之后,意識到師幼互動質(zhì)量對兒童學(xué)習(xí)品質(zhì)的影響巨大,教師必須重視師幼互動,提高師幼互動質(zhì)量,在兒童養(yǎng)成良好的學(xué)習(xí)品質(zhì)的過程中提供推動力。本研究采用問卷調(diào)查法并運(yùn)用SPSS21.0軟件進(jìn)行統(tǒng)計分析,反映目前該地區(qū)5-6歲幼兒學(xué)習(xí)品質(zhì)和師幼互動質(zhì)量的總體情況,尋找幼兒學(xué)習(xí)品質(zhì)與師幼互動質(zhì)量的關(guān)系,得出量化的研究結(jié)論是:(1)幼兒學(xué)習(xí)品質(zhì)與師幼互動質(zhì)量兩者之間存在顯著的正相關(guān)。(2)幼兒學(xué)習(xí)品質(zhì)中創(chuàng)造與發(fā)明維度與師幼互動質(zhì)量中情感支持維度呈現(xiàn)顯著正相關(guān)。幼兒學(xué)習(xí)品質(zhì)中堅持與注意、主動性、創(chuàng)造與發(fā)明、好奇與興趣這四個維度與師幼互動質(zhì)量中班級組織維度呈顯著正相關(guān)。幼兒學(xué)習(xí)品質(zhì)中創(chuàng)造與發(fā)明、好奇與興趣維度與師幼互動質(zhì)量中教學(xué)支持維度呈現(xiàn)顯著正相關(guān)。(3)師幼互動質(zhì)量對幼兒學(xué)習(xí)品質(zhì)具有正向的預(yù)測作用。高質(zhì)量的師幼互動有助于幼兒學(xué)習(xí)品質(zhì)的發(fā)展。(4)在控制了人口學(xué)變量后,幼兒教師的教學(xué)支持對幼兒的學(xué)習(xí)品質(zhì)有正向預(yù)測作用。本研究基于問卷的調(diào)查結(jié)果并結(jié)合訪談法進(jìn)行具體原因分析,發(fā)現(xiàn)與學(xué)習(xí)品質(zhì)密切相關(guān)的師幼互動質(zhì)量在各維度上還存在一定的問題。根據(jù)現(xiàn)狀進(jìn)行討論分析,為進(jìn)一步提升幼兒學(xué)習(xí)品質(zhì)提出以下建議:首先對教師方面,應(yīng)科學(xué)認(rèn)識幼兒的學(xué)習(xí)觀、建構(gòu)平等師幼對話模式、尊重幼兒的主體地位、樹立終身學(xué)習(xí)的理念;其次對幼兒園管理者方面,應(yīng)重視教師的在職培訓(xùn)、提升園長的教育理念和管理能力、創(chuàng)設(shè)積極的環(huán)境氛圍、科學(xué)建構(gòu)幼兒學(xué)習(xí)品質(zhì)評價工具。
[Abstract]:At present, learning quality plays a more and more important role in the fields covered by early learning and development, and plays a key role in the improvement of preschool education quality and the reform of preschool education.In order to regulate the implementation of pre-school education, the Ministry of Education issued in 2012 the Guide for Learning and Development of Children aged 3-6 years (hereinafter referred to as the Guide), which explains the learning quality of pre-school children.The importance of learning quality to children's development is emphasized.Most of the existing studies on learning quality are related to the types of student temperament, school readiness and academic achievement, among which the relationship between family factors and learning quality has been studied most frequently, including family cultural capital, membership,These three factors also affect children's learning quality to some extent.In addition to the above factors, the development of children's learning quality is also closely related to teacher-child interaction quality.However, there are not many scholars who pay attention to the quality of teacher-child interaction at this stage, and there are few related studies, and the importance of teacher-child interaction is not recognized by many educational researchers and implementers.After investigating and analyzing the relationship between the learning quality of children aged 5-6 and the quality of teacher-child interaction, it is realized that the quality of teacher-child interaction has a great impact on children's learning quality. Teachers must attach importance to teacher-child interaction and improve the quality of teacher-child interaction.Provide impetus for children to develop good learning qualities.In this study, questionnaire survey and SPSS21.0 software were used to analyze the overall situation of learning quality and teacher-child interaction quality of children aged 5-6 in this area, and to find out the relationship between learning quality and teacher-child interaction quality.The quantitative conclusion is that there is a significant positive correlation between learning quality and teacher-child interaction quality. 2) there is a significant positive correlation between creativity and invention dimension in learning quality and emotional support dimension in teacher-child interaction quality.The four dimensions of persistence and attention, initiative, creation and invention, curiosity and interest in children's learning quality have significant positive correlation with class organization dimension in teacher-child interaction quality.Creativity and invention in learning quality, curiosity and interest dimension and teaching support dimension in teacher-child interaction quality showed significant positive correlation.) Teacher-child interaction quality had positive predictive effect on children's learning quality.High quality teacher-child interaction is helpful to the development of children's learning quality. 4) after controlling the demographic variables, the teaching support of preschool teachers can positively predict the learning quality of children.Based on the results of questionnaire and interview, the author finds that there are still some problems in the quality of teacher-child interaction which are closely related to learning quality.On the basis of the discussion and analysis of the present situation, the following suggestions are put forward to further improve the learning quality of young children: first of all, we should scientifically understand the learning concept of young children, construct an equal mode of teacher-child dialogue, and respect the subject status of children.Secondly, teachers' on-the-job training should be paid more attention to, the education idea and management ability should be promoted, the positive environment atmosphere should be created, and the evaluation tool of preschool learning quality should be constructed scientifically.
【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G612

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