集体活动中幼儿教师理答行为的现状与改进

发布时间：2017-12-28 08:05

本文关键词：集体活动中幼儿教师理答行为的现状与改进　出处：《学前教育研究》2011年09期 　论文类型：期刊论文

【摘要】：理答行为指教师在提问后对幼儿回答所作的反应和处理。对幼儿教师理答行为的研究有助于提高教师对幼儿回答作出反应的有效性,有利于促进幼儿的发展。本研究对15次幼儿园集体教育活动中教师理答行为现状的观察和分析表明,幼儿教师在集体教育活动中更倾向于使用终止性理答,且教师的理答行为与课程领域、幼儿的回答类型紧密相关。为了提高教学效果,幼儿园教师应明确提问的目标,多使用合理的开放式提问;应适当延长候答时间,采用多种方式的理答行为;应能针对幼儿的年龄特征,采取恰当的理答行为。
[Abstract]:Answer behavior refers to the response and treatment of a teacher's answer to a child after a question. The research on the answer to the teacher's answer will help to improve the effectiveness of the teacher's response to the response and promote the development of the children. In this study, the observation and analysis of the current situation of teachers' behavior in collective education activities in 15 kindergartens shows that preschool teachers are more likely to use the stop answer in collective education activities, and teachers' rational answer behavior is closely related to the field of curriculum and children's answer types. In order to improve the teaching effect, kindergarten teachers should clarify the purpose of questioning, use more reasonable open questions, prolong the waiting time and adopt multiple ways of answering questions, and take appropriate coping strategies for children's age characteristics.
【作者单位】：山东省青岛市经济技术开发区第一幼儿园;
【基金】：青岛市教育科学“十一五”规划课题“幼儿园各年龄班阅读材料的选择与教师指导问题的研究”(批准号:QJKGC290)的阶段性研究成果
【分类号】：G615
【正文快照】： 课堂上,一个完整的提问行为是由教师提出问题、学生回答问题、教师进行理答三部分组成的,其中理答行为即是教师针对学生的回答与反应而作出的处理,是提问行为的重要组成部分,它关系着教师如何看待学生的回答,[1]既是一种教学行为,也是一种评价行为。[2]从这个意义上来说,对幼

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