【摘要】：手工活動(dòng)作為藝術(shù)活動(dòng)的重要組成部分,是兒童表達(dá)思想、抒發(fā)情感以及探知未知世界的重要方式之一,能培養(yǎng)幼兒對(duì)美的感受力、表現(xiàn)力和創(chuàng)造力,并為他們后續(xù)的藝術(shù)學(xué)習(xí)奠定基礎(chǔ)。教師在手工教學(xué)活動(dòng)中對(duì)幼兒的適宜性指導(dǎo)有利于幼兒感受與欣賞、表現(xiàn)與創(chuàng)造能力的發(fā)展。 本研究主要采用觀察法和訪談法,以長(zhǎng)沙市某市示范性園A幼兒園為例,隨機(jī)選取六名大班教師作為研究對(duì)象,對(duì)他們?cè)谟變簣@手工教學(xué)活動(dòng)中的指導(dǎo)行為進(jìn)行了觀察。主要研究?jī)?nèi)容分四部分： 第一部分：緒論。提出了論文的研究緣起,作出了相關(guān)概念的界定,綜述了相關(guān)研究文獻(xiàn),說明了研究對(duì)象的選取與方法,闡述了研究的目的與意義。 第二部分：研究結(jié)果與分析。結(jié)合觀察記錄與訪談資料,描述了A幼兒園手工教學(xué)活動(dòng)中教師指導(dǎo)行為的現(xiàn)狀,進(jìn)而分析了影響手工教學(xué)活動(dòng)中教師指導(dǎo)行為的內(nèi)部因素和外部因素。 第三部分：討論與建議。教師在指導(dǎo)之前缺乏觀察和等待；指導(dǎo)重技能傳授,忽視幼兒創(chuàng)造性的培養(yǎng)。還從應(yīng)然的層面對(duì)教師如何提高指導(dǎo)行為質(zhì)量提出了以下建議：指導(dǎo)前進(jìn)行全面的觀察,提高觀察質(zhì)量；提供易感知的材料,以便幼兒感受與體驗(yàn)美；提高教師自身的藝術(shù)素養(yǎng)；提高教師的教學(xué)教學(xué)水平；更新家長(zhǎng)手工觀念,加強(qiáng)家園共育。 第四部分：結(jié)論與反思。本研究的研究結(jié)論如下：一是在開始部分,不同手工教學(xué)活動(dòng)類型在指導(dǎo)內(nèi)容上存在一定的差異；教師以范例操作的語言動(dòng)作相結(jié)合的指導(dǎo)方式為主,講解的語言指導(dǎo)方式為輔,無動(dòng)作指導(dǎo)方式。二是在基本部分,教師指導(dǎo)頻次較高；不同類型手工教學(xué)活動(dòng)中教師指導(dǎo)內(nèi)容存在差異；教師以語言指導(dǎo)為主,不同手工教學(xué)活動(dòng)類型教師指導(dǎo)方式的側(cè)重點(diǎn)不一樣；教師指導(dǎo)主要以教師發(fā)起為主；教師主要采用個(gè)別和小組指導(dǎo)的方式；正效指導(dǎo)比例較高。最后研究者從研究樣本、研究?jī)?nèi)容、研究分析和研究方法幾個(gè)方面對(duì)本研究進(jìn)行了反思。
[Abstract]:As an important part of artistic activities, manual activities are one of the important ways for children to express their thoughts, express their feelings and explore the unknown world. They can cultivate children's sensitivity, expressiveness and creativity to beauty. And lay the foundation for their subsequent art study. Teachers' guidance on children's suitability in manual teaching activities is conducive to the development of children's feeling and appreciation, performance and creativity. This study mainly adopts the observation method and the interview method, taking A kindergarten of a demonstration garden in Changsha city as an example, randomly selects six large class teachers as the research object, has carried on the observation to their instruction behavior in the kindergarten manual teaching activity. The main research content is divided into four parts: the first part: introduction. This paper puts forward the origin of the research, defines the related concepts, summarizes the relevant research documents, explains the selection and methods of the research object, and expounds the purpose and significance of the research. The second part: research results and analysis. Based on the observation records and interview data, this paper describes the present situation of teachers' guiding behavior in the manual teaching activities of A kindergarten, and then analyzes the internal and external factors that affect the teachers' guiding behavior in the manual teaching activities. Part three: discussion and suggestion. Teachers lack of observation and waiting before instruction, and neglect the cultivation of children's creativity. It also puts forward the following suggestions on how to improve teachers' guiding behavior quality from the perspective of what should be: to conduct comprehensive observation before guidance, to improve observation quality, to provide perceptive materials for young children to feel and experience beauty; To improve teachers' artistic accomplishment, to improve teachers' teaching level, to renew parents' manual concept, and to strengthen homelands. The fourth part: conclusion and reflection. The conclusions of this study are as follows: first, in the beginning part, there are some differences in the guiding content between the different types of manual teaching activities; Teachers are guided mainly by the language action of example operation, supplemented by the language instruction mode of explanation, but not by the action instruction mode. Second, in the basic part, the teacher guidance frequency is high, the teacher instruction content is different in different types of manual teaching activities, the teacher is mainly in the language instruction, the different manual teaching activity type teacher instruction way is not the same; Teachers' guidance is mainly initiated by teachers, and teachers mainly use individual and group guidance, and the proportion of positive and effective guidance is high. Finally, the researcher reflects on the research from the aspects of sample, content, analysis and research methods.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G613.6

【引證文獻(xiàn)】

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本文編號(hào)：2384004