【摘要】：區(qū)域活動(dòng)是指在特定的區(qū)域通過(guò)提供豐富多樣的材料讓幼兒以小組或個(gè)別的方式自主操作材料以獲得有益的學(xué)習(xí)經(jīng)驗(yàn)一種活動(dòng)類型,對(duì)幼兒發(fā)展具有重要的價(jià)值。目前幼兒園區(qū)域活動(dòng)在實(shí)踐中還存在著指導(dǎo)缺乏針對(duì)性、指導(dǎo)過(guò)度或放任自流、指導(dǎo)效率不高等諸多問(wèn)題�，F(xiàn)有的研究雖然就教師如何指導(dǎo)提出了大量的建議,卻較少有人分析在區(qū)域活動(dòng)的不同情境下教師與幼兒之間的關(guān)系及其指導(dǎo)的心理過(guò)程。本研究選取了 A縣H和F兩所幼兒園,運(yùn)用觀察法和訪談法對(duì)區(qū)域活動(dòng)中的教師指導(dǎo)行為進(jìn)行觀察。并對(duì)收集到的91個(gè)區(qū)域活動(dòng)案例、300次教師指導(dǎo)事件進(jìn)行描述和統(tǒng)計(jì),運(yùn)用活動(dòng)理論、情境學(xué)習(xí)理論結(jié)合幼兒學(xué)習(xí)的特點(diǎn),對(duì)教師指導(dǎo)的現(xiàn)狀、教師指導(dǎo)策略生成的機(jī)制進(jìn)行了分析,希望為解決區(qū)域活動(dòng)中教師指導(dǎo)存在的諸多問(wèn)題提供建議。本文通過(guò)分析不同情境下教師的指導(dǎo),結(jié)合數(shù)據(jù)統(tǒng)計(jì)發(fā)現(xiàn):教師指導(dǎo)的情境類型主要集中于自主活動(dòng)情境;教師指導(dǎo)的問(wèn)題針對(duì)性不強(qiáng);教師指導(dǎo)策略具有傾向性,在不同年齡班和不同幼兒園都傾向于引導(dǎo)型策略;指導(dǎo)結(jié)果呈現(xiàn)出相似性的特點(diǎn)。幼兒、問(wèn)題、策略和結(jié)果是指導(dǎo)策略生成的核心要素,它們相互影響相互作用,構(gòu)成指導(dǎo)策略的生成機(jī)制。指導(dǎo)策略生成的機(jī)制是一個(gè)復(fù)雜的、螺旋上升的動(dòng)力循環(huán)系統(tǒng):幼兒是指導(dǎo)策略生成的驅(qū)動(dòng)器:幼兒與問(wèn)題的共同作用是指導(dǎo)策略生成的變速器,使指導(dǎo)策略能適應(yīng)環(huán)境的變化;結(jié)果是改進(jìn)和完善指導(dǎo)策略的信號(hào)器;反思、活動(dòng)目的、指導(dǎo)目的對(duì)指導(dǎo)策略的生成具有重要的影響。通過(guò)對(duì)案例的分析發(fā)現(xiàn),指導(dǎo)策略生成的過(guò)程要經(jīng)歷五個(gè)階段即觀察發(fā)現(xiàn)情境、分析問(wèn)題以確定指導(dǎo)目的并選擇相應(yīng)的指導(dǎo)策略、實(shí)施策略產(chǎn)生結(jié)果、反思。由此,本文從教師對(duì)情境的分析程度及相應(yīng)的結(jié)果推導(dǎo)出指導(dǎo)策略生成的兩條路徑。在此基礎(chǔ)上結(jié)合日常觀察和訪談資料從三個(gè)方面分析了影響指導(dǎo)策略生成的因素:教師個(gè)人因素、幼兒園及幼兒園外部的因素。最后得出以下結(jié)論:第一,教師的專業(yè)素養(yǎng)在指導(dǎo)策略生成的過(guò)程中具有決定性的作用;第二,對(duì)情境進(jìn)行深入系統(tǒng)的分析是指導(dǎo)策略生成的依據(jù);第三,有針對(duì)性的指導(dǎo)策略是解決問(wèn)題的關(guān)鍵;第四,反思是改進(jìn)指導(dǎo)策略的重要途徑;第五,需要進(jìn)一步營(yíng)造有利于指導(dǎo)策略生成的外部環(huán)境。為此,研究者就改善機(jī)制提出了相應(yīng)的實(shí)踐建議。
[Abstract]:Regional activity is a kind of activity type in which children can independently operate materials in groups or individual ways by providing rich and varied materials in a specific area. It is of great value to the development of young children. At present, there are still many problems in the practice of kindergarten regional activities, such as lack of pertinence, excessive guidance or laissez-faire, low efficiency and so on. Although there are a lot of suggestions on how to guide teachers, there are few people who analyze the relationship between teachers and young children in different situations of regional activities and the psychological process of their guidance. In this study, H and F kindergartens in A County were selected to observe the teacher guidance behavior in regional activities by means of observation method and interview method. It also describes and counts 300 teacher guidance events collected from 91 regional activity cases, applies activity theory and situational learning theory to the characteristics of preschool learning, and gives the current situation of teacher guidance. This paper analyzes the mechanism of teacher guidance strategy generation, and hopes to provide suggestions for solving the problems existing in teacher guidance in regional activities. Through the analysis of teachers' guidance in different situations, combined with data statistics, this paper finds that: the types of situations of teachers' guidance are mainly focused on the situation of autonomous activities; the problems of teachers' guidance are not targeted strongly; the strategies of teachers' guidance are tendentious. Different age classes and different kindergartens tend to be guided strategies, and the results show similar characteristics. Young children, problems, strategies and outcomes are the core elements of guiding strategy generation. They interact with each other and form the formation mechanism of guiding strategies. The mechanism for guiding strategy generation is a complex, spirally ascending dynamic circulatory system: young children are the drivers of strategy generation; the joint role of children and problems is the transmission that guides strategy generation. The result is to improve and perfect the signalling device of the guidance strategy, and the reflection, the aim of the activity and the aim of the guidance have important influence on the generation of the guiding strategy. Through the analysis of the case, it is found that the process of producing the guiding strategy has to go through five stages, that is, observe and discover the situation, analyze the problem to determine the guiding purpose and select the corresponding guiding strategy, implement the strategy to produce the result and reflect on it. Therefore, this paper deduces two ways to guide the generation of strategies from the teachers' level of situational analysis and the corresponding results. On the basis of this, the paper analyzes the factors that influence the formation of guiding strategies from three aspects: teachers' personal factors, kindergarten and kindergarten's external factors combined with daily observation and interview data. Finally, the following conclusions are drawn: first, teachers' professional accomplishment plays a decisive role in the process of guiding strategy generation; second, in-depth and systematic analysis of the situation is the basis for guiding strategy generation; third, Targeted guidance strategy is the key to solve the problem; fourth, reflection is an important way to improve the guidance strategy; fifth, the need to further create an external environment conducive to the generation of guidance strategies. Therefore, the researcher puts forward the corresponding practical suggestions to improve the mechanism.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G612

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