本文選題：科學(xué)活動(dòng) + 幼兒教師　； 參考：《陜西師范大學(xué)》2014年碩士論文

【摘要】：隨著《3—6歲兒童學(xué)習(xí)與發(fā)展指南》的出臺(tái),科學(xué)活動(dòng)在幼兒園的開展情況可謂是如火如荼。教師如何通過科學(xué)活動(dòng)來發(fā)展幼兒的探究思維,激發(fā)幼兒對(duì)科學(xué)活動(dòng)的興趣,日益引起了幼兒教師們的深刻思考�！�3—6歲兒童與發(fā)展指南》中提到,教師應(yīng)通過引導(dǎo)幼兒直接感知、親身體驗(yàn)和實(shí)際操作的方法進(jìn)行科學(xué)學(xué)習(xí)。從中我們看到了教師的引導(dǎo)對(duì)幼兒探究活動(dòng)的重要性,也就是教師如何通過自己的行為表現(xiàn)來引領(lǐng)幼兒進(jìn)行學(xué)習(xí)。本研究中的“理答”行為,就是屬于教師對(duì)幼兒進(jìn)行引導(dǎo)的一種情況,即教師對(duì)幼兒的回答作出反應(yīng)與處理。 通過前期資料的收集與整理,筆者了解到目前對(duì)于理答行為的研究主要集中在對(duì)理答行為的分類以及目前對(duì)教師理答行為的現(xiàn)狀研究�；诖�,本研究將按照“查閱文獻(xiàn)—調(diào)查現(xiàn)狀—分析現(xiàn)狀—提出建議”的思路,主要的研究方法包括文獻(xiàn)分析法、現(xiàn)場(chǎng)觀察法、視頻分析法、訪談法和歸納分析法。此外,值得強(qiáng)調(diào)的是,本研究在江蘇省科研課題“小學(xué)青年教師經(jīng)典課題案例理答行為的研究”中所用的教師理答行為量表的基礎(chǔ)上,再根據(jù)觀察到的實(shí)際情況,形成本次研究所使用的觀察量表。筆者通過對(duì)15次幼兒園科學(xué)活動(dòng)進(jìn)行觀察,發(fā)現(xiàn)次數(shù)最多的是發(fā)展性理答,共出現(xiàn)406次,主要表現(xiàn)在教師對(duì)幼兒回答的追問上；其次是診斷性理答,出現(xiàn)142次；激勵(lì)性理答出現(xiàn)75次；目標(biāo)性理答出現(xiàn)71次。 在對(duì)資料進(jìn)行觀察分析的過程中,筆者發(fā)現(xiàn)幼兒教師在理答行為中存在這樣的問題：教師僅僅是為了理答而理答,而忽視理答內(nèi)在的重要作用；理答的次數(shù)雖然很多,但質(zhì)量較低；教師的理答時(shí)機(jī)不當(dāng),不能把握恰當(dāng)?shù)臅r(shí)機(jī)性；理答注重學(xué)習(xí)目標(biāo),忽略學(xué)習(xí)過程；問題設(shè)計(jì)的質(zhì)量較低,對(duì)于生成性問題考慮不足；理答行為存在“不公平”,教師較多地關(guān)注“部分幼兒”。根據(jù)以上問題,筆者做出這樣的原因分析：幼兒教師持有的“師道尊嚴(yán)”、“尊師重道”等傳統(tǒng)的教育觀念；教師的科學(xué)知識(shí)儲(chǔ)備不足；幼兒教師的教學(xué)機(jī)智不夠靈活；教師的教學(xué)準(zhǔn)備不夠充分,對(duì)于生成性內(nèi)容考慮不周；教師的語(yǔ)言表達(dá)不夠簡(jiǎn)明準(zhǔn)確以及缺乏鼓勵(lì)性；幼兒園現(xiàn)行的評(píng)價(jià)制度的制約。上述因素均影響到幼兒教師理答行為的有效性。 根據(jù)目前幼兒教師在理答環(huán)節(jié)出現(xiàn)的問題及產(chǎn)生的原因,筆者提出以下對(duì)策：教師需轉(zhuǎn)變教學(xué)觀念,實(shí)現(xiàn)師幼間的互動(dòng)；豐富理答的表現(xiàn)形式,特別是發(fā)展性理答和激勵(lì)性理答；提高理答的針對(duì)性,促進(jìn)幼兒發(fā)展；處理好“教師預(yù)設(shè)”與“幼兒生成”的關(guān)系,給予幼兒一定的探索空間和自由；教師提高對(duì)課后反思的重視,教師要善于傾聽幼兒的回答,提高教學(xué)機(jī)智；教師提高自身語(yǔ)言表達(dá)的精簡(jiǎn)性。筆者希望幼兒教師在具體的教學(xué)實(shí)踐中,提高對(duì)上述因素的重視,從而改進(jìn)自身的理答行為。
[Abstract]:With the publication of < 3-6-year-old Children's Learning and Development Guide, the development of scientific activities in kindergartens is in full swing. How teachers develop children's inquiry thinking and stimulate their interest in scientific activities through scientific activities has increasingly aroused the deep thinking of early childhood teachers, as mentioned in the Guide for Children and Development between the ages of 3 and 6. Teachers should learn scientifically through direct perception, personal experience and practical operation. From this, we can see the importance of teachers' guidance to children's inquiry activities, that is, how teachers lead children to learn through their own behavior. The behavior of "answer" in this study is a kind of situation in which teachers guide children, that is, teachers react and deal with children's responses. Through the collection and collation of the previous data, the author finds out that the current research on the behavior of reasoning and answer is mainly focused on the classification of the behavior of reasoning and the current situation of the research on the behavior of teachers. Based on this, this study will follow the idea of "consult the literature, investigate the current situation, analyze the present situation-put forward suggestions". The main research methods include literature analysis, field observation, video analysis, interview and inductive analysis. In addition, it is worth emphasizing that this study is based on the questionnaire used in Jiangsu Province's scientific research project, "A case study on the Classical subjects of Young Primary School Teachers", and then on the basis of the observed actual situation. Form the observation scale used in this study. The author observed 15 kindergarten scientific activities and found that the most frequent was developmental answer, which appeared 406 times, mainly reflected in the teacher's questioning of children's answer, followed by diagnostic answer (142 times). Incentive answers appeared 75 times and target answers 71 times. In the course of the observation and analysis of the data, the author found that there are such problems in the behavior of the child teachers: the teachers only reason the answers for the sake of reasoning, but ignore the important role of the rational answers, and the times of answering are many. However, the quality is low; the teacher's timing of answering is inappropriate and he cannot grasp the proper opportunity; the teacher pays attention to the learning goal and neglects the learning process; the quality of the problem design is low and the problem is not considered enough for the generative problem; the behavior of answering is "unfair". Teachers pay more attention to some children. According to the above problems, the author makes the following reasons: the traditional educational concepts such as "teachers' dignity", "respecting teachers' importance", etc., lack of scientific knowledge reserve of teachers, infantile teachers' teaching wit and flexibility, and so on. The teacher's teaching preparation is not enough, the generative content is not well considered, the teacher's language expression is not concise and accurate and lack of encouragement, and the current evaluation system of kindergarten is restricted. All of the above factors affect the effectiveness of preschool teachers'answering behavior. According to the problems and the reasons of the teachers in the process of answering, the author puts forward the following countermeasures: teachers should change their teaching concepts, realize the interaction between teachers and children, enrich the expression of the answer, and put forward the following countermeasures: the teachers should change their teaching ideas and realize the interaction between the teachers and the children; Especially developmental and motivational answer; improve the pertinence of rational answer to promote the development of young children; deal with the relationship between "teacher presupposition" and "infant generation", give children a certain exploration space and freedom; Teachers should pay more attention to the reflection after class, listen to the children's answers and improve their teaching wit, and teachers should improve the simplification of their own language expression. The author hopes that the kindergarten teachers will pay more attention to the above factors in the specific teaching practice and improve their own behavior of answering and reasoning.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G613.3

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