教育戏剧促进学前流动儿童发展的习式与效果分析

发布时间：2018-06-10 10:09

本文选题：教育戏剧 + 流动儿童　；参考：《学前教育研究》2017年02期

【摘要】：学前流动儿童是需要社会关注的弱势群体之一,目前数量多但条件相对较差的"山寨园"是为其提供学前教育的主要场所。从实践层面上看,运用易于掌握的低成本高收益的教学方法能够有效提高"山寨园"的教育质量,教育戏剧正是这样一种教学方法。本研究采用行动研究法,为北京"四环游戏小组"的22名学前流动儿童开展了5个主题9次教育戏剧活动,持续1个月时间。结果发现学前流动儿童在教育戏剧活动中呈现出了"创造性动作表现多但自发性言语表现少、积极踊跃参与扮演但入戏程度较浅"的特点;教育剧场、即兴创作、想象游戏、集体扮演和增加角色是适应学前流动儿童发展特点的有效戏剧习式;"坐针毡""专家外衣"等高级戏剧习式则因对幼儿语言、经验要求较高而不适用于学前流动儿童;教育戏剧活动结束后,学前流动儿童表现出了更多助人行为,其语言和动作表现力也得到了提高。在针对学前流动儿童开展教育戏剧时,应注意人数和混龄问题,同时加强对教师的培训与支持,使其不仅善于从学前流动儿童的日常生活中发掘适合扮演的故事,而且能够鼓励幼儿自主表现。
[Abstract]:Preschool migrant children are one of the vulnerable groups who need social attention. At present, the Shanzhai Garden, which has a large number but relatively poor conditions, is the main place to provide preschool education. From a practical point of view, the teaching method of low cost and high income can be used to improve the quality of "Shanzhai Garden" effectively. Educational drama is such a teaching method. Using the action research method, this study conducted 9 educational drama activities on five themes for 22 preschool migrant children in Beijing's "fourth Ring Game Group" for one month. The results showed that the preschool floating children had the characteristics of "more creative action but less spontaneous speech performance, more active participation but less involvement" in educational drama activities, and educational theater, improvisation, imagination games, and so on. Collective playing and increasing the role is an effective drama learning style adapted to the development characteristics of preschool floating children, while advanced drama habits such as "sitting on needle felt" and "expert coat" are not suitable for pre-school floating children because of their high requirement of experience in young children's language. After the educational drama activities, the preschool migrant children showed more helpful behaviors, and their language and action performance were also improved. When developing educational drama for migrant preschool children, attention should be paid to the problems of number and mixed age, and teachers should be trained and supported so that they are not only good at discovering suitable stories from the daily life of pre-school migrant children. And can encourage young children to act autonomously.
【作者单位】：北京师范大学发展心理研究所;北京师范大学教育学部;
【基金】：北京师范大学教育学部2015年度学科综合建设专项课题“基于学生实践反映能力发展的整合课程设计与教学研究”(编号:2015JGXM002)
【分类号】：G612

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