幼儿园教师教学风格研究

发布时间：2018-11-15 08:34

【摘要】： 幼儿园教师教学风格是教师在长期的教学实践中形成的高度统一的行为模式体系,是教师教学艺术个性化的稳定状态之标志。随着教师专业化进程的深入和教学理论研究的发展,幼儿园教师教学风格的研究日益受到人们的关注。幼儿园教师富有个性的教学风格体现了教师劳动的创造性,是培养幼儿优良个性的重要手段,更是教师专业发展的重要里程碑。我国目前对幼儿园教师教学风格的研究现状却不容乐观。在理论上和实践中鲜见针对幼儿园教师的教学风格进行系统的探讨与研究。大家一味追求的是让教师去接受某种新的教学方案、课程模式,或者去学习某些优秀教师的教学方法,而不去探究这类“方案”、“模式”、“教法”是否符合教师的自身条件和教学特点。这些因素不利于幼儿园教师形成自己的教学风格。本研究采用文献法、问卷调查法、访谈法等研究方法,对教学风格概念的界定、分类以及影响因素等进行综述,深入分析了幼儿园教师教学风格的整体状况及相关影响因素,研究结论如下: 第一,幼儿园教师的教学风格有其明显的倾向性:整体型、激进型、立法型和司法型教学风格占优势;局部型、保守型和执行型教学风格不占优势。第二,幼儿园教师的教学风格受到教龄、职称、优秀教师称号的影响:不同教龄的教师在局部型、激进型、立法型和执行型教学风格上存在显著差异;有无职称及职称的高低影响幼儿园教师的整体型、局部型、激进型和执行型教学风格;一般教师和优秀教师在整体型和执行型教学风格上存在显著差异。第三,幼儿园教师的教学风格不受学历和园所级别的影响。第四,在人格与教学风格的关系上,不同维度的教学风格受人格影响的程度不同:其中整体型、激进型、立法型和司法型教学风格与人格的某些特质存在显著的相关关系,受人格的影响比较大;而局部型、保守型和执行型教学风格与人格不存在显著的相关关系。本文在研究的基础上为幼儿园教师教学风格的形成与发展提出了相应建议。
[Abstract]:The teaching style of kindergarten teachers is a highly unified behavior pattern system formed by teachers in the long teaching practice and a symbol of the stable state of teachers' individualized teaching art. With the deepening of teachers' professionalization and the development of teaching theory research, people pay more and more attention to the research of kindergarten teachers' teaching style. The individualized teaching style of kindergarten teachers embodies the creativity of teachers' labor, is an important means to cultivate children's fine personality, and is an important milestone of teachers' professional development. However, the current research on kindergarten teachers' teaching style in our country is not optimistic. In theory and practice, there are few systematic researches on the teaching style of kindergarten teachers. Instead of exploring this kind of "scheme", "mode", people are blindly seeking to get teachers to accept a new teaching plan, a curriculum model, or to learn the teaching methods of some good teachers. Whether the Teaching Law accords with the teachers' own conditions and teaching characteristics. These factors are not conducive to kindergarten teachers to form their own teaching style. In this study, literature, questionnaire, interview and other research methods are used to summarize the definition, classification and influencing factors of the concept of teaching style, and to deeply analyze the overall situation of kindergarten teachers' teaching style and related influencing factors. The conclusions are as follows: first, the teaching style of kindergarten teachers has its obvious tendency: holistic, radical, legislative and judicial teaching style is dominant; Local, conservative and executive teaching styles are not dominant. Second, the teaching style of kindergarten teachers is influenced by teaching age, professional title and excellent teacher title: there are significant differences in local, radical, legislative and executive teaching styles among teachers of different teaching years; The level of titles and titles affects the teaching styles of kindergarten teachers as a whole, partial, radical and executive, and there are significant differences between general teachers and excellent teachers in overall and executive teaching styles. Thirdly, the teaching style of kindergarten teachers is not influenced by educational background and school level. Fourthly, on the relationship between personality and teaching style, different dimensions of teaching style are influenced by personality to different extent: among them, there is a significant correlation between holistic, radical, legislative and judicial teaching styles and some characteristics of personality. Influenced by personality; However, there was no significant correlation between local, conservative and executive teaching styles and personality. On the basis of the research, this paper puts forward some suggestions for the formation and development of kindergarten teachers' teaching style.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G612

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