本文選題：幼兒教師 + 積木游戲��； 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：積木游戲是集合了結(jié)構(gòu)性、操作性與造型性于一體的創(chuàng)造性游戲。與其他游戲相比,積木游戲?qū)Πl(fā)展幼兒的數(shù)理邏輯思維、想象力、創(chuàng)造力和審美能力具有顯著作用。但由于教師缺乏游戲指導(dǎo)能力,積木游戲?qū)τ變旱陌l(fā)展價(jià)值一直未得到有效開發(fā)。積木游戲價(jià)值的挖掘,首先必須從宏觀層面把握教師指導(dǎo)積木游戲的現(xiàn)狀,并探究問(wèn)題產(chǎn)生的根源,然后以此為基礎(chǔ)因地制宜地采取干預(yù)措施,提升教師的積木游戲指導(dǎo)能力。研究采取了行動(dòng)研究的范式,以南昌市5所示范性幼兒園為研究對(duì)象,綜合運(yùn)用了文獻(xiàn)法、觀察法和訪談法考察幼兒教師指導(dǎo)積木游戲的現(xiàn)狀。在此基礎(chǔ)之上,研究者以N園作為行動(dòng)研究對(duì)象,積極探索提升幼兒教師積木游戲指導(dǎo)能力的有效策略。具體而言,研究圍繞以下幾個(gè)部分展開:第一部分是緒論,主要介紹了研究緣起、國(guó)內(nèi)外研究現(xiàn)狀、核心概念界定、研究意義和研究設(shè)計(jì)。第二部分介紹了教師指導(dǎo)積木游戲存在的問(wèn)題及原因。研究發(fā)現(xiàn),幼兒教師在積木游戲指導(dǎo)方面存在以下問(wèn)題:在游戲準(zhǔn)備階段,墻面內(nèi)容單薄,教育功能不足;計(jì)劃名不副實(shí),游戲時(shí)間匱乏;輔助材料過(guò)多,積木配備不足。在游戲?qū)嵤╇A段,教師以隨意觀察為主,觀察目標(biāo)模糊;指導(dǎo)內(nèi)容過(guò)分關(guān)注游戲規(guī)則,忽視建構(gòu)技能;指導(dǎo)方式以直接指導(dǎo)為主,隱性指導(dǎo)不足;指導(dǎo)角色錯(cuò)位,或放任或高控。在游戲結(jié)束階段,評(píng)價(jià)環(huán)節(jié)缺失,點(diǎn)評(píng)內(nèi)容重結(jié)果輕過(guò)程;教師反思的內(nèi)容片面,反思載體稀缺。研究者繼而從幼兒園和教師兩個(gè)維度探討了上述問(wèn)題產(chǎn)生的原因。第三部分介紹了研究者為提升N園教師積木游戲指導(dǎo)能力所采取的4種干預(yù)策略:閱讀分享法、參與式理論培訓(xùn)、系統(tǒng)支持法和實(shí)踐反思法。第四部分介紹了研究結(jié)論和研究反思。研究證明:轉(zhuǎn)變游戲觀、掌握建構(gòu)技能、提供制度支持是提升教師積木游戲指導(dǎo)能力的前提、關(guān)鍵和助推器,合理分配游戲時(shí)間是改善游戲指導(dǎo)效果的捷徑。最后,研究者從教師和幼兒兩方面總結(jié)了干預(yù)策略所帶來(lái)的成效,并陳述了研究困境,明確了下一步研究的方向。
[Abstract]:Building block game is a collection of structural, operational and modeling in one of the creative game. Compared with other games, building blocks play a significant role in the development of children's mathematical logic thinking, imagination, creativity and aesthetic ability. However, because teachers lack the ability of game guidance, the value of building block games to children's development has not been effectively developed. In order to excavate the value of building block game, we must grasp the present situation of teachers guiding building block game from the macro level, and probe into the root of the problem, and then take intervention measures according to local conditions to improve teachers' guiding ability of building block game. The study adopted the paradigm of action research, taking 5 model kindergartens in Nanchang city as the research object, comprehensively applied the literature method, the observation method and the interview method to investigate the present situation of the kindergarten teachers guiding the building block game. On this basis, the researchers take N Garden as the object of action, and actively explore effective strategies to improve the ability of kindergarten teachers to play games. The first part is the introduction, which mainly introduces the origin of the research, the current research situation at home and abroad, the definition of the core concepts, the significance of the research and the research design. The second part introduces the problems and causes of the teacher-guided building block game. The study found that the kindergarten teachers have the following problems in the building block game guidance: in the game preparation stage, the wall content is thin, the education function is insufficient; the plan is not worthy of the name, the game time is scarce; the auxiliary material is too much, the building block is insufficient. In the implementation stage of the game, the teachers focus on the random observation, and the objectives are vague; the guiding content pays too much attention to the rules of the game and neglects the construction skills; the guiding way is mainly direct guidance, but the implicit guidance is insufficient; the guidance role is misplaced. Or laissez-faire or high control. At the end of the game, the evaluation link is missing, the content of the evaluation is less than the result, the content of teacher's reflection is one-sided, and the reflection carrier is scarce. The researchers then discussed the causes of the above problems from the two dimensions of kindergarten and teachers. The third part introduces four kinds of intervention strategies adopted by researchers to improve the ability of N garden teachers' building block game guidance: reading sharing method, participatory theory training, system support method and practice reflection method. The fourth part introduces the research conclusion and research reflection. The research proves that changing the game view, mastering the construction skill, providing the system support are the premise of improving the teachers' ability of building block game guidance, the key and booster, and the rational allocation of game time are the shortcut to improve the game guidance effect. Finally, the researcher summarized the effect of intervention strategy from teachers and young children, stated the research dilemma, and made clear the direction of the next research.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G613.7

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