重庆市主城区幼儿园表演游戏现状研究

发布时间：2018-04-02 18:43

本文选题：幼儿园　切入点：表演游戏　出处：《西南师范大学》2004年硕士论文

【摘要】：游戏是对幼儿进行体、智、德、美等全面发展教育的有力手段，幼儿园教育以游戏为基本活动。表演游戏是创造性游戏的一种，是深受幼儿喜爱的一种游戏。自二十世纪九十年代以后，游戏在我国逐渐引起重视，游戏研究成果也呈逐年上升趋势。但就表演游戏研究而言，理论描述多，实证研究少；一般论述多，活动针对性和年龄针对性弱。在目前幼儿园教育实践中，表演游戏的开展状况也不容乐观。本研究采用问卷调查法、观察法、访谈法等方法，对重庆市主城区23所幼儿园表演游戏的现状进行了研究。本研究表明，重庆市主城区幼儿园教师在幼儿园表演游戏中观念层面和行为层面都存在一些问题。观念层面的问题表现为：教师不能正确理解表演游戏的概念、不能正确理解表演游戏的价值、不能正确理解表演游戏中的师幼关系；行为层面的问题表现为：文学作品的选择遵循“教材中心”和“教师中心”；游戏组织与实施忽视幼儿的兴趣与需要，，控制程度高，指导不够深入，针对性不强；表演游戏评价以结果评价为主，评价程序化。问题存在的主要原因在于：对表演游戏概念理解模糊影响表演游戏的开展；对儿童语言发展的认知影响教师对表演游戏功能的定位；对游戏与学习、教学与游戏间关系的认识影响表演游戏的运用与指导；对主体性教育认识不清影响幼儿在表演游戏中主体性的发挥。针对重庆市主城区幼儿园表演游戏开展的现状，文章从观念层面与行为层面提出了一些思考。观念层面：尊重幼儿自主游戏的权利；正确认识表演游戏中的师幼关系；正确认识与处理表演游戏中的主题生成与预设的关系；正确认识表演游戏与幼儿园课程与教学的关系。行为层面：师幼共同生成合适的表演游戏主题；提高教师灵活指导表演游戏的能力；提高教师对表演游戏的评价能力；在参与和反思中促进教师的专业成长；加强家园合作。
[Abstract]:Play is a powerful means for the all-round development of children's body, intelligence, morality, beauty and so on. The kindergarten education takes the game as the basic activity.Acting game is a kind of creative game, which is deeply loved by children.Since 1990's, the game has attracted more and more attention in our country, and the research results of the game have been rising year by year.However, there are more theoretical descriptions and less empirical studies in the study of performance games; generally, there is more discussion, and the pertinence of activities and age is weak.In the present kindergarten education practice, the performance game development condition also is not optimistic.The present situation of performing games in 23 kindergartens in Chongqing was studied by means of questionnaire survey, observation and interview.This study shows that there are some problems in the concept and behavior of kindergarten teachers in the main urban area of Chongqing.The problems in concept level are as follows: teachers can not correctly understand the concept of performance games, the value of performance games, and the relationship between teachers and children in performance games;The behavioral problems are as follows: the choice of literary works follows "textbook center" and "teacher center", the organization and implementation of games ignore the interests and needs of young children, the degree of control is high, the guidance is not deep enough, and the pertinence is not strong;The evaluation of the performance game is mainly based on the result evaluation, and the evaluation is programmed.The main reasons for the problems lie in the following aspects: the vague understanding of the concept of the performance game affects the development of the performance game; the cognition of the children's language development affects the teachers' orientation of the function of the performance game;The understanding of the relationship between teaching and play affects the use and guidance of the performance game, and the lack of understanding of the subjective education affects the play of the subjectivity of the child in the performance game.In view of the present situation of performing games in kindergartens in Chongqing, this paper puts forward some thoughts from the aspects of concept and behavior.Concept level: respecting the rights of children's autonomous play; correctly understanding the teacher-child relationship in performing games; correctly understanding and handling the relationship between theme generation and presupposition in performing games; and correctly understanding the relationship between performing games and kindergarten curriculum and teaching.Behavioral level: teachers and children jointly generate appropriate performance game themes; improve teachers' ability to flexibly guide performance games; improve teachers' ability to evaluate performance games; promote teachers' professional growth in participation and reflection; strengthen cooperation in their homes.
【学位授予单位】：西南师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：G613

【引证文献】