幼儿园集体教学中教师教学行为现状及对策研究

发布时间：2018-07-01 09:11

本文选题：幼儿园集体教学活动 + 教学行为　；参考：《西北师范大学》2010年硕士论文

【摘要】：教学行为是幼儿园集体教学得以实施的关键与核心。幼儿园集体教学中的教学行为直接影响教学质量和效果,是落实课程理念,实现课程改革的基本条件。然而,在教学实践中,幼儿园教师很少会有意识地去关注自己的教学行为,表现出教学实践的随意性。鉴于此,本研究采用观察法和访谈法对幼儿园集体教学中教学行为的现状及存在的问题进行了深入分析,探讨了影响教师行为的因素并提出了改善教师教学行为的策略建议。本研究采用分层抽样的方法,选取兰州市城关区、永登县的40所幼儿园中40位教师作为样本教师,以教师在集体教学活动中的教学行为作为研究对象,并结合对60个集体教学活动的分析和对教师的随机访谈,笔者对幼儿园集体教学中教师教学行为进行了分析和探讨。论文主要由三部分构成: 第一部分,通过对幼儿园集体教学中教师主要教学行为,即教授知识行为、引导/要求实践行为和评价反馈行为的数据和教学片断分析,呈现了集体教学中教师教学行为现状和存在问题。第二部分简要分析了影响教师教学行为的因素,即教师的知识观与教学观、教师的实践性知识、教学能力、班级规模、教学评价制度和幼儿园文化。第三部分在以上研究的基础上提出改善教师行为的对策建议,其策略大致可从教师内部和外部两方面进行,内部策略主要是教师的自我建构,包括加强自我学习和自我反思;外部策略主要是为教师提供外部支持,包括注重实践性的教师在职培训和高校专业人员与教师结成“研究共同体”。本研究希望进一步丰富实践领域关于教学行为的研究,同时可以让更多的一线幼儿教师在思想上和行动上高度重视,并充分意识到自己集体教学中教学行为可能存在的问题,从而促进其不断反思、不断更新教育理念、不断改善和优化自己的教学行为,最终实现提高幼儿园集体教学质量的目的。
[Abstract]:Teaching behavior is the key and core of collective teaching in kindergartens. The teaching behavior in the collective teaching of kindergarten directly affects the teaching quality and effect, and is the basic condition for carrying out the curriculum concept and realizing the curriculum reform. However, in teaching practice, kindergarten teachers seldom pay attention to their teaching behavior consciously and show the randomness of teaching practice. In view of this, the present situation and existing problems of teaching behavior in kindergarten collective teaching are deeply analyzed by means of observation method and interview method, and the factors influencing teachers' behavior are discussed and some suggestions for improving teachers' teaching behavior are put forward. This study adopts stratified sampling method, selects 40 teachers in 40 kindergartens in Chengguan District, Lanzhou City as sample teachers, and takes the teaching behavior of teachers in collective teaching activities as the research object. Combining with the analysis of 60 collective teaching activities and the random interview with teachers, the author analyzes and probes into the teaching behavior of teachers in kindergarten collective teaching. The thesis is mainly composed of three parts: the first part, through the teaching behavior of teachers in collective teaching, that is, teaching knowledge behavior, guiding / demanding practice behavior and evaluating feedback behavior data and teaching segment analysis. It presents the present situation and existing problems of teachers' teaching behavior in collective teaching. The second part briefly analyzes the factors influencing teachers' teaching behavior, that is, teachers' concept of knowledge and teaching, teachers' practical knowledge, teaching ability, class size, teaching evaluation system and kindergarten culture. The third part puts forward the countermeasures and suggestions to improve the teacher's behavior on the basis of the above research. The strategies can be carried out from the teachers' internal and external aspects. The internal strategies are mainly the teachers' self-construction, including strengthening self-learning and self-reflection; The external strategy is mainly to provide external support for teachers, including practical in-service training of teachers and the formation of a "research community" between university professionals and teachers. This study hopes to further enrich the practice of teaching behavior research, at the same time can let more front-line kindergarten teachers in the thinking and action of high attention, and fully aware of their own collective teaching behavior may exist problems. In order to promote its continuous reflection, constantly update the educational concept, constantly improve and optimize their own teaching behavior, and finally achieve the goal of improving the quality of collective teaching in kindergartens.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612

【参考文献】