幼兒園游戲活動(dòng)中教師有效觀察研究
發(fā)布時(shí)間：2018-07-20 12:41
【摘要】：首先,游戲是學(xué)齡前兒童的主要生活和學(xué)習(xí)方式。大量研究證明幼兒在游戲中能夠獲得社會(huì)領(lǐng)域、認(rèn)知領(lǐng)域、語(yǔ)言領(lǐng)域等方面的發(fā)展。區(qū)角活動(dòng)中幼兒自主的游戲情景和可觀察到的幼兒游戲行為為教師觀察提供了最真實(shí)的觀察場(chǎng)景。其次,觀察是具有理性、發(fā)展性、反思性眼光的基本教師專業(yè)行為。教師的觀察能力在一定程度上能反映出教師的專業(yè)程度,所以為教師提出有效觀察的要求能促進(jìn)教師自身的專業(yè)發(fā)展。幼兒園游戲活動(dòng)中教師的有效觀察可以幫助教師更有效的了解幼兒,為教師做出教育決策提供幫助,以便為幼兒發(fā)展提供下一步的促進(jìn)計(jì)劃。最后,由于教師觀察意識(shí)、觀察專業(yè)知識(shí)以及觀察能力的缺失與不足,導(dǎo)致當(dāng)前教師在觀察的時(shí)候不知道怎么觀察、觀察什么、觀察之后怎么做,有的甚至把觀察當(dāng)作是一種工作壓力,在這種情形下的教師觀察有效性得不到保障。本研究采用文獻(xiàn)法、觀察法、訪談法、文本分析法作為本文的研究方法。首先選取重慶某幼兒園的某中班的幼兒和教師作為觀察對(duì)象,采用非參與式觀察,觀察時(shí)間兩個(gè)月,觀察記錄到的教師觀察行為45份。其次選取兩所不同幼兒園的12名教師作為訪談對(duì)象,與教師進(jìn)行半結(jié)構(gòu)式訪談。再次按照論文需求,對(duì)從這兩所幼兒園中收集到122份教師觀察記錄材料進(jìn)行文本分析。最終通過(guò)觀察幼兒教師和分析教師觀察記錄文本材料,研究者了解教師在實(shí)踐當(dāng)中的觀察行為,得到教師有效觀察的具體表現(xiàn)以及所存在主要問(wèn)題。通過(guò)訪談,研究者了游戲活動(dòng)中教師觀察的重點(diǎn),以及教師理解有效觀察等內(nèi)容。本文主要由四部分內(nèi)容組成:一、幼兒園游戲活動(dòng)中教師有效觀察的內(nèi)涵與判斷標(biāo)準(zhǔn)。經(jīng)過(guò)文獻(xiàn)分析,研究者從觀察過(guò)程和觀察結(jié)果對(duì)幼兒園游戲活動(dòng)中教師有效觀察的內(nèi)涵進(jìn)行了闡述,然后根據(jù)兩大內(nèi)涵得出了游戲活動(dòng)中教師有效觀察的判斷標(biāo)準(zhǔn),即:觀察中能篩選出幼兒游戲中的有教育意義的信息、觀察時(shí)能敏銳捕捉到幼兒發(fā)展的教育契機(jī)、觀察結(jié)果能為教師做出教育策略提供判斷依據(jù)。二、幼兒園游戲活動(dòng)中教師有效觀察的具體表現(xiàn)。依據(jù)有效觀察的內(nèi)涵和判斷標(biāo)準(zhǔn),研究者通過(guò)實(shí)踐觀察和對(duì)教師觀察記錄文本材料的分析發(fā)現(xiàn),游戲活動(dòng)中教師有效觀察主要表現(xiàn)在三個(gè)方面:第一從教師看的層面,教師能篩選有教育價(jià)值的信息。第二從教師想的層面,教師能探尋幼兒游戲行為背后教育契機(jī)。第三從教師做的層面,教師能利用觀察結(jié)果做出教育策略的判斷。三、幼兒園游戲活動(dòng)中教師有效觀察存在的問(wèn)題及原因分析。通過(guò)在實(shí)踐中的觀察與訪談,研究者發(fā)現(xiàn)游戲活動(dòng)中教師觀察有效性存在的問(wèn)題及原因主要包括:第一觀察意識(shí)薄弱,篩選有意義信息的主動(dòng)性不足;第二相關(guān)知識(shí)與經(jīng)驗(yàn)的欠缺,觀察過(guò)程中捕捉教育契機(jī)敏銳度不足;第三教師實(shí)踐智慧欠缺,觀察后制定教育策略的靈活性不足;第四觀察外部環(huán)境支持性有待提升,教師觀察動(dòng)力不足。四、提高教師觀察有效性的建議策略。整合已有研究,研究者主要從以下三方面對(duì)教師有效觀察提出建議策略,第一教師增強(qiáng)觀察意志,提高觀察敏銳度;第二注重專業(yè)理論知識(shí)和經(jīng)驗(yàn)的積累,提升教師觀察實(shí)踐技能;第三通過(guò)教師“對(duì)話”,建立教師有效觀察保障機(jī)制。
[Abstract]:First, games are the main ways of life and learning for preschool children. A large number of studies have proved that children can obtain social, cognitive and language fields in the game. Children's autonomous game situations and observable infant game behavior in the area corner activities provide the most true observation scenes for teachers to observe. Second, observation is a basic teacher professional behavior with rational, developmental and reflective vision. The observation ability of teachers can reflect the professional degree of teachers to a certain extent, so the requirement of effective observation for teachers can promote the professional development of teachers themselves. Effective understanding of children, to provide help for teachers to make educational decisions in order to provide the next step for the development of children to promote the plan. Finally, due to teachers' observation consciousness, observation of professional knowledge and the lack of observation ability, the current teachers do not know how to observe, what to observe, and how to do after observation. This study uses literature, observation, interview, and text analysis as the research method of this article. First, we choose the children and teachers in a middle class of a kindergarten in Chongqing as the observation object, and adopt non participatory observation. After two months of inspection, 45 teachers were observed and observed. Then 12 teachers from two different kindergartens were selected as interviews and semi structured interviews with teachers. In accordance with the requirements of the paper, a text analysis was carried out for 122 teacher observation materials collected from the two kindergartens. Finally, the preschool education was observed. Teachers and analytical teachers observe and record text materials, the researchers understand the teachers' observation behavior in practice, get the specific performance of teachers' effective observation and the main problems. Through interviews, the researcher focuses on the teachers' observation in the game activities and the teachers' understanding of effective observation. This paper is mainly composed of four parts. The intension and judgment standard of effective observation of teachers in kindergarten play activities. Through literature analysis, the author expounds the connotation of effective observation of teachers in kindergarten game activities from observation process and observation result, and then draws the judgment standard of effective observation of teachers in game activity according to the two connotations, that is, observation It can screen out the educational information in the children's game, and observe the educational opportunity of the preschool development acutely when observing. The observation results can provide the judgment basis for the teacher's education strategy. Two, the concrete performance of the teacher's effective observation in the kindergarten game activities. The researcher passes the practice according to the connotation and the judgment standard of the effective observation. Observation and analysis of teacher observation records text material analysis found that the effective observation of teachers in game activities mainly in three aspects: first from the level of teachers, teachers can screen the information of educational value. Second from the level of teachers' thinking, teachers can explore the opportunities for preschool games. Third from the level of teachers, teaching The teacher can make use of the observation results to make the judgment of the educational strategy. Three, the problems and reasons of the teachers' effective observation in the kindergarten play activities. Through the observation and interview in the practice, the researcher finds out the problems and reasons of the teacher observation validity in the game activities and the main reasons are as follows: the first observation is weak, and a meaningful letter is screened. Lack of interest in interest; lack of second related knowledge and experience, lack of acuity in catching educational opportunity in the course of observation; third teachers' lack of practical wisdom and lack of flexibility in developing educational strategies after observation; fourth observation of external environmental support, lack of teachers' observation power. Four, suggestions to improve the effectiveness of teachers' observation According to the existing research, the researchers mainly put forward suggestions on the effective observation of teachers from the following three aspects, the first teachers strengthen the will of observation, improve the observation sensitivity; second pay attention to the accumulation of professional theoretical knowledge and experience, and improve the teachers' observation practical skills; third through the teacher "dialogue", the effective observation guarantee mechanism of teachers is established.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G613.7
本文編號(hào)：2133545
[Abstract]:First, games are the main ways of life and learning for preschool children. A large number of studies have proved that children can obtain social, cognitive and language fields in the game. Children's autonomous game situations and observable infant game behavior in the area corner activities provide the most true observation scenes for teachers to observe. Second, observation is a basic teacher professional behavior with rational, developmental and reflective vision. The observation ability of teachers can reflect the professional degree of teachers to a certain extent, so the requirement of effective observation for teachers can promote the professional development of teachers themselves. Effective understanding of children, to provide help for teachers to make educational decisions in order to provide the next step for the development of children to promote the plan. Finally, due to teachers' observation consciousness, observation of professional knowledge and the lack of observation ability, the current teachers do not know how to observe, what to observe, and how to do after observation. This study uses literature, observation, interview, and text analysis as the research method of this article. First, we choose the children and teachers in a middle class of a kindergarten in Chongqing as the observation object, and adopt non participatory observation. After two months of inspection, 45 teachers were observed and observed. Then 12 teachers from two different kindergartens were selected as interviews and semi structured interviews with teachers. In accordance with the requirements of the paper, a text analysis was carried out for 122 teacher observation materials collected from the two kindergartens. Finally, the preschool education was observed. Teachers and analytical teachers observe and record text materials, the researchers understand the teachers' observation behavior in practice, get the specific performance of teachers' effective observation and the main problems. Through interviews, the researcher focuses on the teachers' observation in the game activities and the teachers' understanding of effective observation. This paper is mainly composed of four parts. The intension and judgment standard of effective observation of teachers in kindergarten play activities. Through literature analysis, the author expounds the connotation of effective observation of teachers in kindergarten game activities from observation process and observation result, and then draws the judgment standard of effective observation of teachers in game activity according to the two connotations, that is, observation It can screen out the educational information in the children's game, and observe the educational opportunity of the preschool development acutely when observing. The observation results can provide the judgment basis for the teacher's education strategy. Two, the concrete performance of the teacher's effective observation in the kindergarten game activities. The researcher passes the practice according to the connotation and the judgment standard of the effective observation. Observation and analysis of teacher observation records text material analysis found that the effective observation of teachers in game activities mainly in three aspects: first from the level of teachers, teachers can screen the information of educational value. Second from the level of teachers' thinking, teachers can explore the opportunities for preschool games. Third from the level of teachers, teaching The teacher can make use of the observation results to make the judgment of the educational strategy. Three, the problems and reasons of the teachers' effective observation in the kindergarten play activities. Through the observation and interview in the practice, the researcher finds out the problems and reasons of the teacher observation validity in the game activities and the main reasons are as follows: the first observation is weak, and a meaningful letter is screened. Lack of interest in interest; lack of second related knowledge and experience, lack of acuity in catching educational opportunity in the course of observation; third teachers' lack of practical wisdom and lack of flexibility in developing educational strategies after observation; fourth observation of external environmental support, lack of teachers' observation power. Four, suggestions to improve the effectiveness of teachers' observation According to the existing research, the researchers mainly put forward suggestions on the effective observation of teachers from the following three aspects, the first teachers strengthen the will of observation, improve the observation sensitivity; second pay attention to the accumulation of professional theoretical knowledge and experience, and improve the teachers' observation practical skills; third through the teacher "dialogue", the effective observation guarantee mechanism of teachers is established.
【學(xué)位授予單位】：西南大學(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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