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自由游戏分享环节中师幼互动的研究

【作者】 丁利芳

【导师】 蔡岳建;

【作者基本信息】 西南大学, 学前教育学, 2017, 硕士

【摘要】 游戏作为幼儿园的基本活动形式,在幼儿园教育中备受瞩目。自由游戏作为最富游戏精神的一类活动是幼儿园一日生活中不可缺少的环节,幼儿在自由游戏过程中得到发展。幼儿教师组织幼儿进行自由游戏分享,在充分观察和了解幼儿自由游戏活动之后,组织幼儿就其在自由游戏活动中遇到的问题以及情感体验进行复述、讨论和分析,从而促进幼儿语言能力、思维能力等方面的发展。因此,自由游戏分享环节在自由游戏活动过程中具有重要的意义,而高质量的师幼互动是自由游戏分享环节教育功能实现的关键。本研究运用随机抽样的方法抽取河南省3所幼儿园中的150个师幼互动事件为研究对象,采用观察法、访谈法以及数据分析法,首先对自由游戏分享环节进行整体分析,再分别对各年龄班自由游戏分享环节中师幼互动进行分析以及各年龄班之间的差异分析、自由游戏分享环节中不同施动者发起的师幼互动进行分析以及自由游戏分享环节中不同施动者发起的师幼互动的差异分析。其次,以不同年龄班和不同施动者为变量进行差异分析。最后得到自由游戏分享环节的特点、自由游戏分享环节中存在的问题,进行归因以及针对自由游戏分享环节中师幼互动存在的问题提出建议。本研究结果表明:自由游戏分享环节中的师幼互动具有以下几方面的特点:自由游戏分享环节中关于教育支持的师幼互动随幼儿年龄的增长而增加;自由游戏分享环节中关于情感表达的师幼互动随幼儿年龄的增长而增加;自由游戏分享环节中关于活动组织的师幼互动呈倒“U”形分布;自由游戏分享环节中其他无效师幼互动随幼儿年龄的增长而减少;自由游戏分享环节中不同施动者发起关于教育支持的师幼互动存在差异;各年龄间班自由游戏分享环节中教师发起的无效师幼互动呈倒“U”形分布;各年龄班间自由游戏分享环节中幼儿发起的关于情感表达的师幼互动中班最少;各年龄班间自由游戏分享环节中幼儿发起的无效师幼互动呈“U”形分布。自由游戏分享环节中师幼互动存在以下几个方面的问题:一是自由游戏分享环节开展的时间短,教师组织自由游戏分享环节的水平不高;二是幼儿教师在组织幼儿进行自由游戏分享时进行的无效互动过多;三是幼儿教师对自由游戏中幼儿情感表达关注的缺失;四是自由游戏分享环节中教师发起的师幼互动易牵制幼儿思维。以量化分析为基础并结合访谈法对存在的问题进行归因:一是教师对自由游戏分享的认识模糊;二是教师组织自由游戏分享环节的能力不足;三是缺乏据有针对性的培训。根据自由游戏分享环节中师幼互动存在的问题及原因提出建议:一是加深幼儿教师对自由游戏分享环节和幼儿的认识,提高分享效率;二是教师提供适宜的指导,突出幼儿在自由游戏分享环节中的主体性;三是增强幼儿的游戏分享意识,提高游戏分享的自主性;四是重视幼儿在自由游戏活动过程中的情绪体验;五是加强针对提升幼儿教师组织自由游戏分享环节中师幼互动能力的培训。

【Abstract】 As the basic activity form in the kindergarten, play is the most concered educationalactivity.Free play is a type of real play that is necessary in the daily life of the kindergarten. Children develop so much in the free play. After the full observation and understanding of children’s free activitives, preschool teachers organization children to share some problems and emotional experience they enciunter in the free play. They repeat it,discuss it,and maybe analyze it. All of those can promote the development of children’s language skills, thinking ability and other aspects.Thus,the free play sharing session is of great significance in free play activities, and quality of teacher-child interaction is a key part to achieve the functions of free play sharing.Reacher take 150 teacher-child interaction events from 3 kindergartens in Henan by random sample drawn. Use observation, interviews and data analysis to achieve it. Do an overall analysis of teacher-child interaction in the free play sharing session.Then the teacher-child interaction in variance age class,and teacher-child interactions by different doer. At last,take the different age classes and different doer as the variable to anaysis the teacher-child interact and the differences among the various. Finally, the reacher put forward the characteristion,problems of the teacher-child interaction, then raise some suggestion.The results of this study showed that: teacher-child interaction in free game sharing session has the characteristics of the following aspects, as children growing, teacher-child interaction on edcation surport grows. Teacher-child interaction on emotional experience has a significant increase with children grow older. Teacher-child interaction on activity organization in a inverted ‘U’shaped distribution. As children’s growth, the invalid teacher-child interaction descreas. There are differences in the interaction on educatio surpport. The invalid teacher-child interaction launched an inverted ‘U’ shaped distribution. The interaction about emotional expression is the least during intermediate. The invalid teacher-child interaction that child-initiated lanuched ‘ U ’ shaped distribution.The teacher-child interdctions in free play sharing session have those some problems: The levelof the teacher-child interaction in free play sharing session is not high,and the time of the free play sharing session is short. The invalid teacher-child interaction is excessive.The conern of children’s emotional experience is lack.The teacher-child interaction in free play sharing session can easily contral children’s thinking. The reasons for those problems are teachers’ awareness of of free play sgaring session is not all right. Teachers’ ability of organizing free play sgaring session is not high. Lack of targeted training.Thus, according to the problems and the reasons,the artical propses those suggestions:Deepen kindergarten teachers’ awareness of free play sgaring session, and improve the sharing efficiency. Teachers provide appropriate guidance, hiahlighting children’s subjectivity in free play sharing. Enhance children’sawareness of play sharing, and improve children’s play sharing autonomy. Focus on young children’s emotional experience in a free play sharing,enhance the targeted training.

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  • 【网络出版投稿人】 西南大学
  • 【分类号】G613.7
  • 【下载频次】902
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