农村幼儿园大班数学教学的问题研究

发布时间：2018-01-16 16:26

本文关键词：农村幼儿园大班数学教学的问题研究　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：农村幼儿在我国幼儿总体中占很大比重。农村幼儿教育的发展情况关系到学前教育整体的发展趋势。学前教育科学领域中数学部分的教学是幼儿园教学中的重要内容。大班幼儿面临升入小学的现实压力,其数学领域的发展更受家长和老师的重视。农村幼儿园大班数学教学情况如何,本人通过深入农村幼儿园大班的数学教学活动,对其进行全程非参与式观察,对教师进行结构式访谈和问卷调查,了解当前农村幼儿园数学教学的现实情况。本研究以咸宁市四所幼儿园为研究样本,县、乡(镇)级公立、私立幼儿园各一所,每个幼儿园随机抽取两个大班,对其数学教学活动过程进行观察、分析,对此次活动的组织者和园长进行访谈,从而对数学教学目标、内容、方法、组织和评价以及内外部环境进行了解,在此基础上揭示此地区农村幼儿园数学教学的问题。通过对农村幼儿园大班数学教学情况的分析表明：教师能从幼儿发展水平、教材特点以及当地实际情况出发来制定教学目标；在选择教学内容时,教师能运用发展性的教育理念对已有教材内容进行再开发；教师能常用幼儿更乐于接受的游戏法和操作法进行教学活动；在教学评价方面能坚持科学的儿童观,认为每个幼儿都具有发展潜力,能全面地评价幼儿,积极肯定其好的方面,对其尚欠缺的方面能进行有针对性地分析、与家长进行交流以及个别进行指导。但是,所调查幼儿园大班教师在设定数学教学活动目标时,更多的倾向于幼儿的认知目标和情感态度目标；制定目标优先考虑教材、教育计划而忽视幼儿发展特点和幼儿兴趣所在。在教学内容上,幼儿园所用教材不一,存在多种不同教材结合使用,造成教学内容偏多、偏难,幼儿接受程度较低以及教师工作量增加等问题；为迎合家长而导致数学教学内容不同程度小学化的情况,学读、学写、学算成为教学的重点；由于大班幼儿年龄普遍偏小,客观上造成教学内容的难度大大增加,适宜性和科学性也值得质疑；教学内容的组织实施过程中逾越了教师支持者、引导者的角色。教学组织形式和实施方面,B幼儿园采用分组教学的形式,其他幼儿园采取集体教学为主的形式。在教学方法上,以使用操作法和游戏法为主,忽视了因内容而变换使用不同方法。在教学评价上,家长对幼儿的评价主要以可见的学习结果为主,如会写多少、会算到什么程度的加减运算；教师对幼儿的评价重点也在幼儿学习的结果,忽视幼儿数学学习的过程。县级幼儿园在各个方面皆稍好于乡级幼儿园。笔者从农村幼儿园现存的问题出发,提出改进农村幼儿园数学教学的建议：教师不断学习、反思；为幼儿建立数学学习成长档案；建立完善的数学教学活动的评价体系；从政策和投入等方面促进农村幼儿园的发展。
[Abstract]:The development of rural early childhood education is related to the overall development trend of preschool education. The teaching of mathematics in the field of preschool education science is an important part of kindergarten teaching. Content. Large class children are faced with the realistic pressure of getting into primary school. The development of mathematics field is paid more attention by parents and teachers. How about the mathematics teaching of large class in rural kindergartens, I conduct a non-participatory observation through the mathematics teaching activities of large classes in rural kindergartens. In order to understand the current situation of mathematics teaching in rural kindergartens, this study takes four kindergartens in Xianning city as the research sample, county, township (town) level public. A private kindergarten, each kindergarten randomly selected two large classes, to observe the process of mathematics teaching activities, analysis, the organizers of this activity and the director of interviews, so as to the mathematics teaching objectives. Content, methods, organization and evaluation, as well as internal and external environment for understanding. On this basis, the problems of mathematics teaching in rural kindergartens in this area are revealed. Through the analysis of mathematics teaching in large classes in rural kindergartens, it is shown that teachers can develop from the level of infant development. The characteristics of the teaching material and the actual situation of the local to formulate the teaching objectives; When choosing the teaching content, the teacher can use the developmental education idea to redevelop the content of the existing teaching material; Teachers can often use children more willing to accept the game method and the method of operation to carry out teaching activities; In teaching evaluation can adhere to a scientific view of children, think that every child has development potential, can comprehensively evaluate children, positive affirmation of its good aspects, its lack of aspects can be targeted analysis. Communication with parents and individual instruction. However, teachers in the large kindergarten classes tend to the cognitive goals and affective attitude goals of children when they set the goals of mathematics teaching activities. In the teaching content, the teaching materials used in kindergartens are different, and there are many kinds of teaching materials used in combination. Causes the teaching content to be too many, the partial difficulty, the young child accepts the degree to be low as well as the teacher workload increases and so on the question; In order to cater to the parents and lead to the mathematics teaching content of different degrees of primary school situation, learning to read, learn to write, learning to calculate become the focus of teaching; Due to the small age of children in large classes, the difficulty of teaching content is increased, and the appropriateness and scientific nature are also questionable. In the process of organizing and implementing the teaching content, it oversteps the role of teachers' supporters and guides, and adopts the form of group teaching in the form of teaching organization and implementation. Other kindergartens take the form of collective teaching. In teaching methods, the use of the operator and the game method is the main, ignoring the content to change the use of different methods. In teaching evaluation. Parents' evaluation of children is mainly based on visible learning results, such as how much can be written, what degree of addition and subtraction will be calculated; Teachers' evaluation of children is also focused on the results of infant learning, ignoring the process of infant mathematics learning. County kindergartens are slightly better than township kindergartens in all aspects. The author starts from the existing problems of rural kindergartens. Some suggestions on how to improve mathematics teaching in rural kindergartens are put forward: teachers constantly study and reflect; Establishing a mathematical learning growth file for young children; Establish a perfect evaluation system of mathematics teaching activities; To promote the development of rural kindergartens in terms of policy and investment.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G613.4

【参考文献】