幼儿园集体教学活动中教师对大班幼儿失范行为指导方式的研究
发布时间：2019-01-29 04:08
【摘要】： 在幼儿园集体教学活动中,幼儿经常会发生一些不规范行为,造成对自身和他人的消极影响。因此,教师的指导方式(语言、表情、动作等)对幼儿在课堂上的行为规范起着重要作用。尤其对处于幼小衔接关键时期的大班幼儿来说,教师对其失范行为的指导会影响幼儿的行为习惯和学业适应能力。 本研究的目的是归纳和整理教师指导和幼儿失范行为的类型,同时了解目前教师指导的现状、不同教师在指导方式上的差异,并在此基础上分析幼儿失范行为的原因、教师指导方式的影响因素等,从而进一步探讨不同教师指导方式所产生的效果、对幼儿行为和情绪的影响,以及教师不同的语言指导方式对幼儿的影响。 为达到以上研究目的,本文采用了问卷法、现场观察法、访谈法。研究表明:不同教龄和学历的教师在指导方式上存在着差异;教师最常用的指导方式是语言指导,最少使用的是“语言指导+身体接触”和“非语言指导+身体接触”;教师的不同指导方式会引发幼儿不同的反应,教师的指导方式大多能引发幼儿的积极反应,但有些指导方式也会引发幼儿较多的消极情绪;在语言指导方面,教师使用“询问式”和“建议式”的语言指导会获得幼儿更积极的回应。 本文从幼儿发展的角度探讨科学有效的、促进幼儿身心发展的教师指导方式;从教育实践的角度为幼儿教师提高自身素质与课堂效率提供一定的参考;从尊重儿童文化的角度反思真正需要指导的幼儿失范行为,以及正确的教师指导观念和策略。
[Abstract]:In kindergarten collective teaching activities, children often have some non-standard behavior, which causes negative effects on themselves and others. Therefore, the teacher's instruction style (language, expression, action, etc.) plays an important role in children's behavior norms in class. Especially for the large class children who are in the key period of early childhood convergence, teachers' guidance to their abnormal behavior will affect the children's behavior habits and academic adaptability. The purpose of this study is to summarize and sort out the types of teachers' guidance and toddler's abnormal behavior, at the same time to understand the present situation of teachers' guidance, the differences of different teachers' guiding ways, and on this basis, to analyze the causes of children's abnormal behavior. In order to further explore the effect of different teacher guidance style, the influence on children's behavior and emotion, and the influence of teachers' different language guidance style on young children. In order to achieve the above purpose, this paper adopts questionnaire method, field observation method and interview method. The research shows that the teachers with different teaching years and academic qualifications have different guiding methods, the most commonly used methods are language instruction, and the least use is "language guiding physical contact" and "Non-verbal guidance physical contact". Teachers' different ways of guidance will lead to different responses of young children. Most of the ways of teachers' guidance can lead to children's positive reactions, but some of the ways of guidance will also lead to children's more negative emotions. In terms of language guidance, teachers use "inquiry" and "advice" to get more positive responses from young children. From the perspective of infant development, this paper discusses the scientific and effective ways to guide teachers to promote their physical and mental development, and provides some references for teachers to improve their own quality and classroom efficiency from the angle of educational practice. From the perspective of respecting children's culture, this paper reflects on the behavior of children who really need guidance, as well as the correct concept and strategy of teachers' guidance.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612
本文编号：2417625
[Abstract]:In kindergarten collective teaching activities, children often have some non-standard behavior, which causes negative effects on themselves and others. Therefore, the teacher's instruction style (language, expression, action, etc.) plays an important role in children's behavior norms in class. Especially for the large class children who are in the key period of early childhood convergence, teachers' guidance to their abnormal behavior will affect the children's behavior habits and academic adaptability. The purpose of this study is to summarize and sort out the types of teachers' guidance and toddler's abnormal behavior, at the same time to understand the present situation of teachers' guidance, the differences of different teachers' guiding ways, and on this basis, to analyze the causes of children's abnormal behavior. In order to further explore the effect of different teacher guidance style, the influence on children's behavior and emotion, and the influence of teachers' different language guidance style on young children. In order to achieve the above purpose, this paper adopts questionnaire method, field observation method and interview method. The research shows that the teachers with different teaching years and academic qualifications have different guiding methods, the most commonly used methods are language instruction, and the least use is "language guiding physical contact" and "Non-verbal guidance physical contact". Teachers' different ways of guidance will lead to different responses of young children. Most of the ways of teachers' guidance can lead to children's positive reactions, but some of the ways of guidance will also lead to children's more negative emotions. In terms of language guidance, teachers use "inquiry" and "advice" to get more positive responses from young children. From the perspective of infant development, this paper discusses the scientific and effective ways to guide teachers to promote their physical and mental development, and provides some references for teachers to improve their own quality and classroom efficiency from the angle of educational practice. From the perspective of respecting children's culture, this paper reflects on the behavior of children who really need guidance, as well as the correct concept and strategy of teachers' guidance.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612
【引证文献】
相关期刊论文 前1条
1 刘书兵;;幼儿集体意识的培养[J];中国科教创新导刊;2013年18期
相关硕士学位论文 前3条
1 高志娟;3-6岁幼儿违规行为研究[D];南京师范大学;2011年
2 沈吟;混龄教育过程考察[D];南京师范大学;2011年
3 池小亮;中班集体教学活动中幼儿行为“失范”情境下的教师言语策略[D];河北大学;2013年
，本文编号：2417625
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