云南省昆明市五华区幼儿园叙事教学的实践探索

发布时间：2017-12-27 01:22

本文关键词：云南省昆明市五华区幼儿园叙事教学的实践探索　出处：《云南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：叙事教学是伴随着早期阅读的热潮和国外叙事智能理论的引进而兴起的新型教学方式。在基础教育的奠基阶段——学前教育阶段,叙事在幼儿教育领域占据着独特而重要的地位。叙事广泛地存在于幼儿的一日常规生活、集体教学活动之中,它是幼儿最亲密的伙伴,也是幼儿内心世界外显的重要方式。幼儿学于故事、乐于故事、成长于故事,而叙事教学是搭建在幼儿与故事之间的重要桥梁。幼儿叙事研究工作者苏珊·恩杰说“我们听过的故事、我们讲的故事,会决定我们将来成为怎样的人”。叙事与幼儿的亲密关系为我们研究和教育幼儿提供了良好的契机。因此,笔者认为,叙事或许可以为3-6岁幼儿园教学实践提供新的思路。本研究在调研的基础上,利用文献法、观察法和访谈法收集资料,尝试了解幼儿园叙事教学实践的现状,并找出存在的问题,提出建议。全文共分为五个部分。第一部分为绪论。该部分主要阐述论文的选题缘由,文献综述,研究目的和研究方法。研究主要采用了文献法、访谈法、观察法三种研究方法,通过实地深入到幼儿园,了解幼儿园运用叙事教学的现状,从而针对问题作出分析、提出对策。第二部分是理论概述。该部分主要论述了叙事教学的三种理论模式,以进一步明晰叙事教学的内涵及其本质特征。行文以理论-启示这样的思路来撰写,理论部分阐述基本内容,启示部分结合幼儿教学的特点、已有的知识经验来作出回答,并对叙事教学理论的价值取向—自主建构进行了解读。第三、四部分是研究的重点部分,即研究调查的现状及其分析。现状部分即为五华区幼儿园叙事教学的实践探索,包括产生的背景、实践的主要阶段和方法路径,分析部分主要是借助布朗芬布伦纳的人类发展生态学的理论,从影响教师叙事教学行为的微观系统、中间系统、外系统、大系统等方面来深入分析幼儿园教师运用叙事教学的现状和存在的问题。第五部分是本研究的反思和展望。阐述了叙事教学运用于五华区幼儿园教学中存在的问题、应把握的基本要素及其对后续实践者提出的部分建议。
[Abstract]:Narrative teaching is a new teaching method, which is accompanied by the upsurge of early reading and the introduction of foreign narrative intelligence theory. In the foundation stage of basic education, the stage of preschool education, narrative occupies a unique and important position in the field of preschool education. Narrative widely exists in children's daily life and collective teaching activities. It is the most intimate partner of children, and also an important way of children's inner world. Young children learn from stories, enjoy stories and grow up in stories, and narrative teaching is an important bridge between children and stories. "The stories we have heard, the stories we tell, will determine what we will be people in the future," said Susan Nje, a child narrating researcher. The close relationship between Narration and young children provides a good opportunity for us to study and educate young children. Therefore, the author believes that the narrative may provide a new way of thinking for the teaching practice of 3-6 year old kindergarten. Based on the survey, we collected data through literature, observation and interview, trying to understand the current situation of narrative teaching practice in kindergartens, and find out the existing problems, and put forward suggestions. The full text is divided into five parts. The first part is the introduction. This part mainly expounds the origin of the topic, the literature review, the research purpose and the research method. The research mainly adopts three research methods: literature, interview and observation. Through field visits to kindergartens, we can understand the status quo of narrative teaching in kindergartens, so as to analyze and propose countermeasures. The second part is the overview of the theory. This part mainly discusses the three theoretical models of narrative teaching, in order to further clarify the connotation and essential characteristics of narrative teaching. This paper is written in the way of theory inspiration. The theoretical part expounds the basic contents. The inspiration part answers the characteristics of preschool teaching and the existing knowledge and experience, and interprets the value orientation of narrative teaching theory -- self construction. The third, fourth part is the key part of the study, that is, the status and analysis of the research. To explore the current practice part is Wuhua District kindergarten narrative teaching, mainly including the background, practice path phase generated and the method of analysis is mainly based on Bronfenbrenner's theory of the ecology of human development, to in-depth analysis of the status of kindergarten teachers in the use of narrative teaching and problems from the effects of teachers' narrative teaching behavior, micro system intermediate system, system, system etc.. The fifth part is the reflection and Prospect of this study. This paper expounds the problems existing in the application of narrative teaching to the teaching of kindergartens in Wuhua District, the basic elements to be grasped and some suggestions for the follow-up practitioners.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G612

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