幼儿园观摩教学中教师表演的研究
发布时间：2019-03-19 09:38
【摘要】： 研究从幼儿园观摩教学中教师的原始行为文本出发,指明教师行为背后潜藏着控制他人印象以有利于自身的意图,明确教师在观摩教学情境中,凭借其教师角色,在这种期望获得他人良好评价的意图驱使下,所有意表现出来的全部行为都是表演。它是一种复杂的话语施效行为,并带有理想化的特征。 借鉴现象学的本质直观,在对众多观摩教学中教师的表演进行联想和想象之后,浮现提取出了具有内在关联的期望、布置、控制和结果四个环节,从而说明表演具有内在的一致性与连贯性。同时,表演代表和反映了教师的自我意识,表明了教师对于教育教学的认识和理解;其本身是教师对于教学的一种理想化,蕴藏着教师教育教学生活的意义。其次,表演是教师以自己的方式对于自身教育教学生活的展示,代表了教学公共性的一面,满足了教师交流和表达的需要。表演是教师与课堂中他者的一种交往,也是他人的在场对于课堂中师生互动的影响。作为教育实践中教师的一类行动,表演不仅具有真实性,而且与教师的自我认识及自我发展有着密切的关系,具有较大的研究价值和实践意义。 在承认了表演的合理性之后,研究使用了“理想类型”方法,概括描述了幼儿园观摩教学中教师表演的三种类型:教育理论主导型表演、自身特点主导型表演和教学任务主导型表演。三者在表演内容、表演结果、表演的适当性、表演的理想化程度、表演与教师的关系以及表演与教学的关系上都有所不同。前两种表演在观摩教学情境中不够适当,使教师自身陷入了自我分离,也忽视了幼儿的发展,甚至会给幼儿带来消极影响。教学任务主导型表演是现实存在的值得提倡的一种表演类型,教师的表演不仅带来了教学的创新,实现了其自我的发展,也给予了儿童有效的学习。 因此,我们倡导和推崇教学任务主导型表演,一方面彰显教师的个性与生活,另一方面实现教育的真且善。为此,研究分析了影响教师表演的因素,包括“脸面”文化、教育组织及评价制度、观摩教学自身的习性、时间、空间和教师自身的内部因素(包括教师的个性特点、成长阶段、教育观念,以及教师的自我评价),并给出了以下两方面的可行性建议:1教师自身要加强自我认识,坚定自身的实践立场;2改革观摩教学的组织和评价制度。
[Abstract]:This paper, based on the original text of the teacher's original behavior in the kindergarten, indicates that the teacher's behavior is hidden under the control of other people's impression so as to be in favor of its own intention. Under the intention of this expectation to gain a good evaluation of others, all the acts that have come out of the act are performance. It is a complex discourse effect and has an idealistic character. Based on the essence of phenomenology, after the association and imagination of the performance of the teachers in many views, the four links of the expectation, arrangement, control and result of the internal association have been extracted, so that the performance has the inherent one. At the same time, the performance represents and reflects the teacher's self-consciousness, which shows the teacher's understanding and understanding of the education teaching. Second, the performance is the display of the teacher's own way to the teaching and teaching of self-education, which represents one side of the teaching publicity, and meets the teacher's communication. The performance is a kind of communication between the teacher and other people in the class, and the presence of others is the teacher in the classroom As a class of action for teachers in the practice of education, the performance is not only true, but also has a close relationship with the teacher's self-understanding and self-development. After recognition of the rationality of the performance, the study uses the "ideal type" method, and generally describes the three types of the teacher's performance in the kindergarten. The performance and the teaching task-oriented performance. The three are the performance, the performance, the appropriateness of the performance, the degree of idealization of the performance, the relationship between the performance and the teacher, and the table. The relationship between the performance and the teaching is different. The former two performances are not suitable in the situation of the watching and learning, so that the teachers themselves are in the self-separation, and the development of the young children is also neglected. The teaching task-oriented performance is a kind of performance type which is worth promoting. The performance of the teacher is not only the innovation of teaching, but also the self-development of the teacher. The exhibition also gives children an effective study. Therefore, we advocate and promote the teaching task-oriented performance, on the one hand, to highlight the teaching On the other hand, the author analyzes the factors that affect the performance of the teacher, including the "face" culture, the education organization and the evaluation system, the habit, the time, the space and the internal factors of the teachers themselves. (including the teacher's self-evaluation, the development stage, the education concept, and the teacher's self-evaluation).
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G612
本文编号：2443408
[Abstract]:This paper, based on the original text of the teacher's original behavior in the kindergarten, indicates that the teacher's behavior is hidden under the control of other people's impression so as to be in favor of its own intention. Under the intention of this expectation to gain a good evaluation of others, all the acts that have come out of the act are performance. It is a complex discourse effect and has an idealistic character. Based on the essence of phenomenology, after the association and imagination of the performance of the teachers in many views, the four links of the expectation, arrangement, control and result of the internal association have been extracted, so that the performance has the inherent one. At the same time, the performance represents and reflects the teacher's self-consciousness, which shows the teacher's understanding and understanding of the education teaching. Second, the performance is the display of the teacher's own way to the teaching and teaching of self-education, which represents one side of the teaching publicity, and meets the teacher's communication. The performance is a kind of communication between the teacher and other people in the class, and the presence of others is the teacher in the classroom As a class of action for teachers in the practice of education, the performance is not only true, but also has a close relationship with the teacher's self-understanding and self-development. After recognition of the rationality of the performance, the study uses the "ideal type" method, and generally describes the three types of the teacher's performance in the kindergarten. The performance and the teaching task-oriented performance. The three are the performance, the performance, the appropriateness of the performance, the degree of idealization of the performance, the relationship between the performance and the teacher, and the table. The relationship between the performance and the teaching is different. The former two performances are not suitable in the situation of the watching and learning, so that the teachers themselves are in the self-separation, and the development of the young children is also neglected. The teaching task-oriented performance is a kind of performance type which is worth promoting. The performance of the teacher is not only the innovation of teaching, but also the self-development of the teacher. The exhibition also gives children an effective study. Therefore, we advocate and promote the teaching task-oriented performance, on the one hand, to highlight the teaching On the other hand, the author analyzes the factors that affect the performance of the teacher, including the "face" culture, the education organization and the evaluation system, the habit, the time, the space and the internal factors of the teachers themselves. (including the teacher's self-evaluation, the development stage, the education concept, and the teacher's self-evaluation).
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G612
【引证文献】
相关硕士学位论文 前4条
1 蔡冰夏;“在历练中成长”[D];华东师范大学;2011年
2 葛莺芳;生命化教育视角下的幼儿园集体教学活动研究[D];西北师范大学;2009年
3 汪晓军;私立亲子教育机构中家长参与的现状分析[D];东北师范大学;2010年
4 贾思鑫;观摩课对教师教学反思的支持研究[D];四川师范大学;2012年
，本文编号：2443408
本文链接：https://www.wllwen.com/jiaoyulunwen/yejy/2443408.html
