【摘要】：教師回應(yīng)是幼兒園集體教學(xué)的重要組成部分,也是師幼互動(dòng)的重要方式之一,因此受到眾多研究者的關(guān)注。對(duì)話理論對(duì)于提高幼兒園集體教學(xué)中教師回應(yīng)的質(zhì)量有很大的指導(dǎo)意義,基于對(duì)話理論的教師回應(yīng)有利于幼兒主體性的發(fā)揮、幼兒教師的專業(yè)發(fā)展、新型師幼關(guān)系的構(gòu)建、幼兒園集體教學(xué)質(zhì)量的提高、幼兒園對(duì)話教學(xué)的開展。本文在綜述相關(guān)文獻(xiàn)的基礎(chǔ)上,分析對(duì)話理論以及基于對(duì)話理論幼兒園集體教學(xué)中教師回應(yīng)的特征和價(jià)值,并在深入了解當(dāng)前幼兒園集體教學(xué)中教師回應(yīng)現(xiàn)狀的基礎(chǔ)上,基于對(duì)話理論提出了當(dāng)前幼兒園集體教學(xué)中教師回應(yīng)存在的問題,然后針對(duì)問題進(jìn)行歸因分析,最后提出了相應(yīng)的策略。本研究共分為四個(gè)部分:緒論:主要闡述了選題的緣由、文獻(xiàn)綜述、研究計(jì)劃以及研究創(chuàng)新點(diǎn)。第一章:基于對(duì)話理論的幼兒園集體教學(xué)中教師回應(yīng)概述。首先,對(duì)“對(duì)話理論”、“幼兒園集體教學(xué)”、“教師回應(yīng)”進(jìn)行核心概念界定;其次,分析基于對(duì)話理論的幼兒園集體教學(xué)中教師回應(yīng)的特征;再次,分析基于對(duì)話理論的幼兒園集體教學(xué)中教師回應(yīng)的價(jià)值。第二章:基于對(duì)話理論的幼兒園集體教學(xué)中教師回應(yīng)的現(xiàn)狀審視。首先,呈現(xiàn)幼兒園集體教學(xué)中教師回應(yīng)的現(xiàn)狀;其次,在現(xiàn)狀的基礎(chǔ)上,基于對(duì)話理論分析出當(dāng)前幼兒園集體教學(xué)中教師回應(yīng)存在幼兒主體性缺失、回應(yīng)方式方法針對(duì)性差、回應(yīng)差異性忽視、回應(yīng)情感交融不足四方面的問題;再次,針對(duì)問題進(jìn)行了原因剖析,包括教師素養(yǎng)欠缺、幼兒園相關(guān)引領(lǐng)不足兩個(gè)方面的原因。第三章:基于對(duì)話理論的幼兒園集體教學(xué)中教師回應(yīng)的策略。針對(duì)幼兒園集體教學(xué)中教師回應(yīng)存在的問題及問題原因,基于對(duì)話理論提出了:觀念轉(zhuǎn)變,尊重幼兒主體性;行為改進(jìn),實(shí)施有效回應(yīng)路徑;情感保障,注重幼兒個(gè)體性;外部支持,加強(qiáng)相關(guān)引領(lǐng)四個(gè)方面的策略。
[Abstract]:Teacher response is an important part of kindergarten collective teaching and also one of the important ways of teacher-child interaction. Dialogue theory has great guiding significance for improving the quality of teachers' response in kindergarten collective teaching. The teacher response based on dialogue theory is beneficial to the development of children's subjectivity, the professional development of preschool teachers, and the construction of new teacher-child relationship. The improvement of kindergarten collective teaching quality and the development of kindergarten dialogue teaching. On the basis of summarizing relevant literature, this paper analyzes the characteristics and value of teachers' response in kindergarten collective teaching based on dialogue theory, and on the basis of deeply understanding the current situation of teachers' response in kindergarten collective teaching. Based on the dialogue theory, this paper puts forward the problems existing in teachers' response in kindergarten collective teaching, then analyzes the attribution of the problems, and finally puts forward the corresponding strategies. This research is divided into four parts: introduction: mainly elaborated the reason of the topic, literature review, research plan and research innovation. Chapter one: a summary of teacher response in kindergarten collective teaching based on dialogue theory. Firstly, it defines the core concepts of "dialogue theory", "kindergarten collective teaching" and "teacher response", secondly, analyzes the characteristics of teachers' response in kindergarten collective teaching based on dialogue theory. Thirdly, the paper analyzes the value of teachers' response in kindergarten collective teaching based on dialogue theory. Chapter two: the present situation of teachers' response in kindergarten collective teaching based on dialogue theory. First of all, the present situation of teachers' response in kindergarten collective teaching is presented. Secondly, on the basis of the present situation, based on the dialogue theory, the author analyzes that the teachers' response in kindergarten collective teaching is lack of subjectivity, the methods and methods of response are poor, and the differences of response are ignored. Responding to the four problems of lack of emotional blending; Thirdly, the causes of the problem are analyzed, including the lack of teachers' literacy and the lack of kindergarten related guidance. Chapter three: the strategies of teachers' response in kindergarten collective teaching based on dialogue theory. In view of the problems and causes of teachers' response in kindergarten collective teaching, the author puts forward the following points based on the dialogue theory: changing ideas, respecting children's subjectivity, improving behavior, implementing effective response path, ensuring emotion, paying attention to children's individuality; External support, strengthen the relevant leading four aspects of the strategy.
【學(xué)位授予單位】：山東師范大學(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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