本文選題：小班插班幼兒 + 入園適應(yīng)　； 參考：《天津師范大學(xué)》2017年碩士論文

【摘要】：幼兒園教師在日常工作中,往往會接觸到小班零入園基礎(chǔ)的插班幼兒。小班插班幼兒的入園適應(yīng)與集體入園的新小班幼兒有一定的區(qū)別。本研究選擇筆者所在小班的一名插班幼兒,通過對其觀察,為其量身定制一系列適合其性格特點和發(fā)展需求的干預(yù)方案,對其進行為期兩周的入園適應(yīng)行動研究。通過干預(yù)前后和干預(yù)過程中的自然觀察,記錄其入園適應(yīng)過程中五個維度的表現(xiàn),考量其入園適應(yīng)狀況,最終達到入園適應(yīng)的目的。通過教師有針對性的干預(yù)方案,增強了幼兒的安全感、自信心,緩解了其規(guī)則適應(yīng)、人際交往和學(xué)習(xí)活動維度上的入園不適現(xiàn)象。本研究結(jié)果表明:教師通過運用,全方位干預(yù)和重點干預(yù)的策略,幫助幼兒實現(xiàn)了多角度、多維度的入園適應(yīng);關(guān)愛并給予自由空間的干預(yù)策略,可以促進幼兒情緒管理維度的入園適應(yīng);在同一維度下,綜合運用干預(yù)策略有助于幫助小班插班幼兒實現(xiàn)更好的入園適應(yīng)。本研究,通過運用行動研究的方法,探索了一套可行且有效的幫助小班插班幼兒入園適應(yīng)的方法。為一線教師幫助小班插班幼兒入園適應(yīng)提供了實踐依據(jù)。教師對小班插班幼兒的有預(yù)期、有組織、有目的、有計劃的入園適應(yīng)干預(yù)手段是可行且有效的。通過教師的漸進地、有序地干預(yù),幫助幼兒更好的適應(yīng)了幼兒園的學(xué)習(xí)和生活,對其入園適應(yīng)產(chǎn)生了積極的效果。
[Abstract]:In their daily work, kindergarten teachers often come into contact with small class zero-entry children. There are some differences between the small class children and the new small class children. In this study, a child in a small class was selected, and a series of intervention schemes suitable for his personality and development needs were tailored to his body by observing them, and a two-week study on their adaptation to the garden was carried out. Through the natural observation before and after intervention and in the process of intervention, the performance of five dimensions in the process of acclimatization was recorded. Through the teachers' targeted intervention program, the children's sense of security, self-confidence, their adaptation to the rules, interpersonal communication and learning activities dimension of the discomfort phenomenon. The results of this study show that teachers help children to achieve multi-angle and multi-dimensional adaptation through the strategies of application, omnidirectional intervention and key intervention, and intervention strategies of caring and giving free space. In the same dimension, the comprehensive use of intervention strategies can help small class children to achieve better kindergarten adaptation. In this study, a set of feasible and effective methods to help small class children to adapt to the kindergarten were explored by using the method of action research. It provides practical basis for first-line teachers to help small-class children fit in. Teachers have expected, organized, purposeful, and planned intervention measures for children in small class placement are feasible and effective. Through the gradual and orderly intervention of teachers, it helps children adapt better to the study and life of kindergarten, and has a positive effect on their adaptation to kindergarten.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G615

【參考文獻】

相關(guān)期刊論文 前7條

1 李莎;湯妮;馬愛萍;;幼兒入園適應(yīng)障礙的表現(xiàn)與干預(yù)[J];臨床和實驗醫(yī)學(xué)雜志;2006年12期

2 杜術(shù)霞;新入園幼兒的保教策略[J];山東教育(幼教刊);2005年27期

3 徐立平;幼兒入園適應(yīng)工作中的誤區(qū)[J];幼兒教育;2004年Z1期

4 官穎柔,謝曉s，

本文編號：1984920