幼儿园游戏中情感教育研究

发布时间：2018-05-10 19:47

本文选题：儿童 + 教师　；参考：《广西师范大学》2006年硕士论文

【摘要】： 现时代的科技发展强势与人文精神失落相对照而引发对人文教育理想的追求,凸显人类精神家园的回归,意味着人是教育的出发点,把儿童当作完整的、具有智慧力量与人格力量,全身心体验着教育生活的人看待,关注儿童完整人格的塑造。情感教育的实质就是关爱人的心灵,发展人性的教育。对于儿童早期教育来说,最重要的目标就是儿童美好心性的培育。在幼儿丰富的游戏世界里,有许多情感教育的契机。儿童做游戏时总是带着强烈的情绪,它会激发儿童身上强烈而鲜明的感情,游戏又能教育孩子不要盲目的服从于情绪,使情绪与游戏规则相协调,与游戏的最终目的相一致。在游戏活动中,幼儿逐步学会了生活、学习、生存、做人、审美,因此从游戏契入情感教育能有力促进幼儿个性的良好发展。本研究综合使用文献法、调查法、访谈法、观察等多种研究方法,从幼儿园现实的教育情况来说明问题、建构理论。根据研究的不同需要,把定量研究和定性研究方法相结合,两种不同范式的研究方法使研究的内容互为补充、相得益彰。通过访谈和调查的研究结果可以了解到,在整体上幼儿园游戏中情感教育存在一定的失落和遮蔽状况,突出反应在:内容上没有充分挖掘游戏活动本身蕴涵的情感教育因素;目标上宽而泛,缺少实际操作性;环境的创设上更注重外在物质环境,较少注重人的因素是决定环境质量的关键;还有幼儿园教师的素质仍需进一步提高,尤其教师自身的情感素质。通过研究,我们看到了幼儿园游戏中情感教育的具体情景,了解了教师和家长对情感教育的真实看法,表明了在现实的学前游戏中人们对情感教育的关注不足。文章还深刻探讨了情感教育中幼儿园游戏的分类、幼儿园游戏活动的原则、游戏在幼儿情感教育中的作用以及情感教育在儿童发展中的价值。立足现实,笔者从理论的反思和实践的关照两个层面对幼儿园游戏中情感教育研究进行了再思索,提炼了一条幼儿园游戏中情感教育的主线即“儿童——不可或缺的情感教育主体;教师——肩负情感教育的重任;游戏——实施情感教育的桥梁。”最终走向体验的幼儿情感教育。游戏是幼儿园教师对幼儿进行情感教育的重要途径。幼儿良好情感的培养需要一个循序渐进的过程,教师要坚持不懈地创设良好宽松的培养环境,不断的实践,不断的总结经验,才能真正促进儿童情感健康发展。
[Abstract]:In contrast to the strong scientific and technological development of the times and the loss of the humanistic spirit, the pursuit of the ideal of humanistic education is triggered, and the return of the human spiritual homeland is highlighted, which means that people are the starting point of education and regard children as complete. With wisdom and personality, people who experience educational life pay attention to the shaping of children's complete personality. The essence of emotional education is to care for people's hearts and develop the education of human nature. For early childhood education, the most important goal is the cultivation of a child's good heart. In the world of children's rich games, there are many opportunities for emotional education. Children always play with strong emotions, it will stimulate the strong and bright feelings of children, the game can also teach children not to blindly follow the mood, so that emotion and the rules of the game, consistent with the final goal of the game. In the game activities, children gradually learn to live, learn, survive, live, aesthetic, so from the game into emotional education can promote the good development of children's personality. In this study, literature method, investigation method, interview method, observation and other research methods are used to explain the problem and construct the theory from the current situation of kindergarten education. According to the different needs of the research, the quantitative and qualitative research methods are combined. The research methods of two different paradigms complement each other and complement each other. Through the results of interviews and investigations, we can find out that there is a certain loss and obscurity in emotional education in kindergarten games as a whole, which highlights that: the content does not fully excavate the emotional education factors contained in the game activities themselves; The goal is broad and universal, lack of practical operation; the creation of the environment pays more attention to the external material environment, less attention to human factors is the key to determining the quality of the environment; and the quality of kindergarten teachers still needs to be further improved. In particular, the emotional quality of teachers themselves. Through the research, we see the specific situation of emotional education in kindergarten games, understand the teachers and parents' views on emotional education, and show that people pay less attention to emotional education in the actual pre-school games. The article also discusses the classification of kindergarten games in emotional education, the principles of kindergarten game activities, the role of play in the emotional education of young children, and the value of emotional education in the development of children. Based on reality, the author rethinks the study of emotional education in kindergarten games from the two aspects of theoretical reflection and practical care. This paper abstracts the main line of emotional education in kindergarten games, that is, "children-an indispensable subject of emotional education; teachers-shoulder the important task of emotional education; games-the bridge to implement emotional education." Finally to experience the emotional education of young children. Play is an important way for kindergarten teachers to carry out emotional education for young children. In order to promote the healthy development of children's emotion, teachers should unremittingly create a good and relaxed training environment, keep practicing and sum up their experiences.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G613.7

【引证文献】