合作学习活动中师幼互动特点的研究
发布时间：2018-12-09 17:12
【摘要】： 当今社会,国际竞争日趋激烈,社会需求也逐渐多样化,知识经济时代已经到来。在这样的社会背景中,合作便成为了人们生活中不可或缺的一部分。为了更好的培养人的合作意识和合作能力,合作学习的重要性日益凸显出来。对于基础教育重要组成部分的幼儿园教育来说,合作学习活动的展开更是必不可少。 笔者在已有研究的基础上,深入幼儿园观察教师有计划、有目的开展的合作学习活动,收集到了大量的小、中、大班师幼互动的案例。对这些案例进行了量的统计和质的分析,在参考相关文献的基础上,对合作学习中师幼互动的特点进行了归纳与总结,并根据研究结果,提出了相关的教育建议。论文由以下四部分组成。 第一部分:引论。主要介绍研究问题提出的背景,国内外关于合作学习中教师角色、教师指导策略及师幼互动相关问题的研究综述,以及本研究的概念界定和研究方法。 第二部分:合作学习活动中不同发起者发起的师幼互动的特点。从活动的不同发起者出发把合作学习活动中的师幼互动分解为教师发起的师幼互动和幼儿发起的师幼互动两个部分,并从互动的主题、主体与互动过程三个维度进行了师幼互动特点的分析与总结。 第三部分:合作学习活动中不同阶段师幼互动的特点。对观察到的案例按照明确目标与布置任务阶段、合作活动展开阶段和总结与评价阶段三个纵向维度,以及互动主题、互动过程两个横向维度,对合作学习活动中的师幼互动特点进行了总结和分析。 第四部分:结论和教育建议。对合作学习活动中的师幼互动特点进行提炼,归纳出合作学习活动中师幼活动的总体特征,并据此对教师指导合作学习活动提出了相关的建议。
[Abstract]:In today's society, international competition is becoming increasingly fierce, social needs are gradually diversified, the era of knowledge economy has arrived. In such a social background, cooperation has become an indispensable part of people's lives. In order to cultivate the cooperation consciousness and ability, the importance of cooperative learning is becoming more and more prominent. For the kindergarten education which is an important part of basic education, it is necessary to develop cooperative learning activities. On the basis of the existing research, the author goes deep into the kindergarten to observe teachers' planned and purposeful cooperative learning activities, and collects a large number of small, medium and large class teachers and children interaction cases. Based on the quantitative statistics and qualitative analysis of these cases, this paper summarizes and summarizes the characteristics of interaction between teachers and children in cooperative learning on the basis of references to relevant literature, and puts forward relevant educational suggestions according to the results of the research. The thesis consists of four parts. Part one: introduction. This paper mainly introduces the background of the research, the research review of teachers' roles, teacher guidance strategies and teacher-child interaction in cooperative learning at home and abroad, as well as the conceptual definition and research methods of this study. The second part: the characteristics of teacher-child interaction initiated by different initiators in cooperative learning activities. Starting from the different initiators of the activities, the teacher-child interaction in cooperative learning activities is divided into two parts: teacher-initiated teacher-child interaction and teacher-child interaction. The characteristics of teacher-child interaction are analyzed and summarized in the three dimensions of subject and interaction process. The third part: the characteristics of teacher-child interaction in different stages of cooperative learning activities. According to the clear goal and assignment task stage, the three vertical dimensions of cooperation activity development stage and summary and evaluation stage, as well as the interactive theme, the interaction process two horizontal dimensions, The characteristics of teacher-child interaction in cooperative learning activities are summarized and analyzed. The fourth part: conclusion and education suggestion. Abstract the characteristics of teacher-child interaction in cooperative learning activities, sum up the overall characteristics of teacher-child activities in cooperative learning activities, and put forward relevant suggestions for teachers to guide cooperative learning activities.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612
本文编号：2369745
[Abstract]:In today's society, international competition is becoming increasingly fierce, social needs are gradually diversified, the era of knowledge economy has arrived. In such a social background, cooperation has become an indispensable part of people's lives. In order to cultivate the cooperation consciousness and ability, the importance of cooperative learning is becoming more and more prominent. For the kindergarten education which is an important part of basic education, it is necessary to develop cooperative learning activities. On the basis of the existing research, the author goes deep into the kindergarten to observe teachers' planned and purposeful cooperative learning activities, and collects a large number of small, medium and large class teachers and children interaction cases. Based on the quantitative statistics and qualitative analysis of these cases, this paper summarizes and summarizes the characteristics of interaction between teachers and children in cooperative learning on the basis of references to relevant literature, and puts forward relevant educational suggestions according to the results of the research. The thesis consists of four parts. Part one: introduction. This paper mainly introduces the background of the research, the research review of teachers' roles, teacher guidance strategies and teacher-child interaction in cooperative learning at home and abroad, as well as the conceptual definition and research methods of this study. The second part: the characteristics of teacher-child interaction initiated by different initiators in cooperative learning activities. Starting from the different initiators of the activities, the teacher-child interaction in cooperative learning activities is divided into two parts: teacher-initiated teacher-child interaction and teacher-child interaction. The characteristics of teacher-child interaction are analyzed and summarized in the three dimensions of subject and interaction process. The third part: the characteristics of teacher-child interaction in different stages of cooperative learning activities. According to the clear goal and assignment task stage, the three vertical dimensions of cooperation activity development stage and summary and evaluation stage, as well as the interactive theme, the interaction process two horizontal dimensions, The characteristics of teacher-child interaction in cooperative learning activities are summarized and analyzed. The fourth part: conclusion and education suggestion. Abstract the characteristics of teacher-child interaction in cooperative learning activities, sum up the overall characteristics of teacher-child activities in cooperative learning activities, and put forward relevant suggestions for teachers to guide cooperative learning activities.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612
【引证文献】
相关硕士学位论文 前3条
1 王金芳;4-5岁幼儿美工区小组学习研究[D];南京师范大学;2011年
2 陆海莲;幼儿园生活活动中的师幼对话个案研究[D];东北师范大学;2012年
3 兰晔;中班幼儿绘画教学活动中师幼互动存在的问题及对策研究[D];河北大学;2013年
，本文编号：2369745
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