促进幼儿主体性发展的教师支持性教学策略的研究

发布时间：2018-06-26 13:06

本文选题：幼儿园教学 + 幼儿主体性发展　；参考：《内蒙古师范大学》2008年硕士论文

【摘要】： 2001年教育部颁布了《幼儿园教育指导纲要(试行)》(以下简称《纲要》)。作为幼儿园教育改革的纲领性文件,它着眼于幼儿主体性的发展,充分体现了对幼儿权利、个性、学习特点和身心发展规律的尊重;作为幼儿园课程与教学改革的指导性文件,它着眼于教师角色的转变,指导着教师将教育思想和观念转变为适宜的教育行为。《纲要》之所以重视幼儿的主体性发展,在于幼儿的主体性发展是幼儿发展的核心。一个人不可能在各方面都获得均衡发展,但是主体性却是人发展的基本要求与内容,是全面发展和身心和谐发展的核心特征。因此,发展幼儿主体性是幼儿教育的首要任务。然而主体性在幼儿期只是一种潜在的、胚胎性的存在,它需要在外界环境的引导下才能充分地发挥和发展。缺乏这种环境,必然会限制幼儿主体性的发展。教师既是这种环境中的重要因素,也是这种环境的重要创设人。幼儿主体性的发展是幼儿自主建构和认知发展的过程,教师作为促进幼儿主体性发展的外部推动力,通过树立正确的知识观、课程观、教学观、师幼观,运用多种多样的教学方法和策略,与幼儿进行互动,提供支持。有效的教学策略是将正确的教学观念和适宜的教学行为渗透到幼儿主体性发展之中,帮助幼儿自主建构。支持性教学策略就是这样一种有效的方式,它是教师采取的可以引发、维持幼儿主体性的行为及意向,是提高幼儿自主性、能动性、创造性和选择性的方法及其运用的程序。它通过教师的教学思想和行为使教学过程和课程实施更具同一性。新的教学理念倡导“幼儿为主体,教师为主导”,教师如何才能通过适当的“导”,树立幼儿的主体地位,激发幼儿的主体性,这是一个有重大理论和实践价值的研究课题。本研究在幼儿园教学基本理论的指导下,通过查阅大量的文献资料和实践探索,运用观察法、行动研究法、访谈法和文献法,对促进幼儿主体性发展的教师支持性教学策略进行了理论与实践方面的探讨。全文由五部分组成。第一部分是本研究的基础。从问题的提出、研究价值、研究思路与方法和研究现状综述四个方面入手,概述了促进幼儿主体性发展的教师支持性教学策略这一研究主题的研究源起。在问题的提出中,从幼儿园教育改革所涉及的幼儿主体性发展和教师教学策略出发,集中说明了本研究对于幼儿园教学指导策略的理论和实践意义,同时理清研究思路和方法,归纳了与本研究相关的国内外研究现状。第二部分是本研究的前提。笔者通过对幼儿主体性的涵义界定,归纳了幼儿主体性发展的特征和价值,通过对教师支持性教学策略涵义的分析,得出幼儿主体性发展和教师支持性教学策略的内在联系。第三部分是本研究的特色。笔者运用观察、行动研究、访谈和文献分析等科学研究方法,对自治区级某示范幼儿园的两个大班幼儿的主体性发展现状和教师支持性教学策略的运用情况进行比较系统深入的观察,分析在教学中幼儿主体性缺失的现状及其原因,得出的结论是:表现在教学上,幼儿主体性发展不良在于教师的支持性教学意识或行为存在问题。这部分也为第四部分提供实践依据。第四部分是本研究的核心。在以上理论基础与实际现状两部分的综合分析基础之上,本部分从理论基础上的准备和实践行为上的操作两个维度来进行,着重体现出教师的支持性。笔者与教师共同预设教学活动方案,方案中尽可能多的设计可操作的支持性教学策略,教师按计划将这些策略运用到具体的教学实践中,而预设方案并非一成不变,为取得理想的教学效果,教师需要因时、因地、因幼儿反应对预设方案随时加以改进。笔者在这一阶段充当观察者和记录者的角色,在笔者与教师共同修改、完善、调整预设方案和“计划→实施→评价→计划→实施→评价……”的往复过程中,解决教学活动中出现的问题。在微观层面上,积累更多的支持性教学策略,加深教师在教学中的支持性意识和行为,为幼儿主体性发展创造条件,为解决幼儿主体性发展缺失问题提供帮助。在宏观层面上,丰富幼儿园教学指导策略的理论体系,为幼儿园的教学指导提供可参考的理论和实践依据,这也正是本研究的价值所在。第五部分是对全文的总结。在上述四大部分集中讨论的基础上,本文最后一部分对全文进行了简要的回顾和展望,为今后继续研究课题埋下伏笔。
[Abstract]:In 2001 , the Ministry of Education issued the kindergarten education guiding outline ( pilot program ) . As a programmatic document of kindergarten education reform , it focuses on the development of child ' s subjectivity , fully embodies the respect of children ' s rights , personality , learning characteristics and the law of physical and mental development . As a guiding document of kindergarten curriculum and teaching reform , it focuses on the transformation of teacher ' s role , and guides teachers to transform educational ideas and ideas into appropriate educational behavior .

The development of children ' s subjectivity is the core of early childhood development . It is the basic requirement and content of human development .

The development of child ' s subjectivity is the process of child ' s independent construction and cognitive development . As an external driving force to promote the development of children ' s subjectivity , teachers can interact with young children by setting up the correct concept of knowledge , curriculum view , teaching view , teacher - child view , and using various teaching methods and strategies . It is a kind of effective way to improve the students ' autonomy , initiative , creativity and selectivity . It is an effective way to promote the child ' s autonomy , initiative , creativity and selectivity .

Under the guidance of the basic theory of kindergarten teaching , this paper discusses the theory and practice of teachers ' supportive teaching strategies to promote the development of children ' s subjectivity by consulting a large number of literature and practice exploration , using observation method , action research method , interview method and literature method .

The full text consists of five parts .

The first part is the basis of this research . From the viewpoint of the problems , the research value , the research thoughts and methods and the research status , the author summarizes the research source of the research topic of the teacher supporting teaching strategy which promotes the development of the child ' s subjectivity . In the raising of the problem , this paper focuses on the theory and practice significance of the research on the kindergarten teaching guiding strategy . At the same time , the research thoughts and methods are summarized , and the domestic and foreign research status related to this study is summarized .

The second part is the premise of this study . By defining the meaning of the child ' s subjectivity , the author sums up the characteristics and value of the development of the child ' s subjectivity . Through the analysis of the meaning of the teacher ' s supporting teaching strategy , the author obtains the inner connection between the development of the child ' s subjectivity and the teacher ' s supporting teaching strategy .

The third part is the characteristic of this study . The author makes a systematic and deep observation on the present situation of subjectivity and the application of teachers ' supporting teaching strategies in two large classes of preschool children in an autonomous region , using the scientific research methods such as observation , action research , interview and literature analysis .

The fourth part is the core of this research . On the basis of the comprehensive analysis of the above theoretical foundation and the actual situation , this part is based on the preparation of the theory and the operation of the practice behavior . The author focuses on the teacher ' s support .

The fifth part is the summary of the whole text . On the basis of the discussion on the four parts above , the last part of this paper gives a brief review and prospect for the full text , which provides the future research subject to bury the pen .
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G610

【引证文献】