幼儿行为“失范”情境下的教师应对策略研究

发布时间：2018-01-18 04:03

本文关键词：幼儿行为“失范”情境下的教师应对策略研究　出处：《东北师范大学》2006年硕士论文　论文类型：学位论文

【摘要】： 本研究采用质的研究方法,通过现场观察、访谈收集资料,深入分析了“‘失范’-策略”行为事件的过程,通过对幼儿“失范”行为产生的原因分析,得出两方面的结论:其一是幼儿内部原因,包括认知水平的限制、幼儿的情绪特点、幼儿的能力限制;其二是幼儿外部原因,包括规范本身、活动环境、教育活动的不适宜。通过对教师策略行为的分析,得出以下几个结论:首先,教师策略的特点为规范-控制型策略占主导;其次,教师在处理一个“失范”情境时通常是一个策略群、针对不同情境中的同一“失范”行为,不同教师有不同的策略,反应出策略的灵活性;再次,由于教育理念、管理模式等的不同,教师的应对策略也具有明显的差别。针对幼儿“失范”行为和教师使用的相关策略的现状,笔者对教师提出了教育建议:一是注重规范本身的合理性,包括对规范步骤的民主性、规范内容的合理性、规范实施的平等性进行审视和改变;二是教师对自己处理幼儿“失范”行为的策略进行反思和学习。
[Abstract]:This research adopts qualitative research method, through on-the-spot observation, interview to collect the data, deeply analyzed the process of the behavior event of "deform-strategy", through the analysis of the cause of the children's "abnormal" behavior. Two conclusions are drawn: one is the internal reasons of children, including the limitation of cognitive level, the emotional characteristics of children, and the limitation of children's ability; The second is the children's external reasons, including the norms themselves, the activity environment, the inappropriate educational activities. Based on the analysis of teacher strategy behavior, the following conclusions are drawn: firstly, the characteristics of teacher strategy are norm-control strategy; Secondly, teachers are usually a group of strategies when dealing with a "anomie" situation. Different teachers have different strategies to reflect the flexibility of strategies in view of the same "abnormal" behavior in different situations. Thirdly, due to the different educational concepts and management models, teachers' coping strategies are different. In view of the current situation of children's "abnormal" behavior and teachers' use of relevant strategies, the author puts forward educational suggestions to teachers: first, pay attention to the rationality of the norms themselves, including the democratic nature of the normative steps. The rationality of the normative content, the equality of the implementation of the norms to examine and change; Second, teachers reflect on and learn from their own strategies to deal with children's "abnormal" behavior.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G610

【引证文献】