农村幼儿教师在集体教学活动中师幼互动的个案研究

发布时间：2018-02-02 17:46

本文关键词： 农村教师师幼互动 CLASS 个案研究　出处：《四川师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：首先,本研究采用CLASS课堂互动评价系统,对四川省自贡市某农村公立幼儿园十名教师的师幼互动行为进行了量化评分,以评价十名教师的互动行为,并分析了十名教师在CLASS三大维度上的特点。继而本文又从教师教龄、学历、专业背景以及是否在编四个因素分析其对师幼互动的影响。在接下来的研究中,通过对比分析找出得分最高者和最低者,并对其进行量化比较和质性分析,找出他们师幼互动的相同点和不同点。最后基于以上研究,为提升该园师幼互动水平,提出一些建议。研究结果显示:1、该园十名教师在CLASS中得分的总体水平属于中等水平。三大维度中等分最高的是情感支持,其次是班级组织,最低的是教育支持。2、教龄在1-5年的教师在班级常规管理方面存在较多问题。本科学历的教师与幼儿之间有更多积极的交流,对幼儿更有耐心,更加尊重幼儿。在编教师表现的比非在编教师更有工作激情,教学活动安排的更加紧密和合理。有没有接受过专业学习对师幼互动特点没有大的影响。3、高低分教师师幼互动行为存在显著差异,具体表现在:高分教师与幼儿之间有更多的口头或身体行为表达的积极情感交流。低分教师对幼儿的态度表现出更多的消极否定,不能敏感关注到哪些幼儿需要额外的帮助,也不能有效地防止幼儿问题行为的发生。原因有:(1)经验因素。(2)性格因素。(3)教师反思因素。本研究立足于CLASS评分系统的视角,为提高幼儿园教师互动水平提供一些教育建议:1、转变教学观念,尊重幼儿观点。2、加强理论知识与经验的学习,提升自身反思能力。3、提升教师敏感性,加强行为管理4、提供更多的培训和学习机会,鼓励教师间相互观摩学习。5、改善教师工作状态,根据教师水平安排适合的岗位。
[Abstract]:First of all, the CLASS classroom interaction evaluation system was used to evaluate the interaction behavior of 10 teachers in a rural public kindergarten in Zigong, Sichuan Province. It also analyzes the characteristics of ten teachers in the three dimensions of CLASS. Professional background and whether in the compilation of four factors to analyze its impact on teacher-child interaction. In the next study, through comparative analysis to find out the highest score and the lowest, and carry on quantitative comparison and qualitative analysis. Find out the similarities and differences between teachers and children. Finally, based on the above research, to improve the level of teacher-child interaction in the garden, some suggestions are put forward. The results show that: 1. The overall scores of the ten teachers in the CLASS belong to the middle level. The middle score of the three dimensions is emotional support, followed by class organization, and the lowest is educational support. 2. Teachers with 1-5 years of teaching experience have more problems in the routine management of classes. There is more positive communication between teachers with undergraduate education and children, and more patience to children. More respect for young children. Teachers in preparation than non-teachers more work passion, teaching activities arranged more closely and reasonably. Whether or not to accept professional learning has no great impact on teacher-child interaction characteristics. 3. There are significant differences in teachers' teacher-child interaction behavior. The concrete manifestation is: there is more positive emotional communication between the high score teacher and the young child, and the low score teacher shows more negative attitude towards the child. Do not be sensitive to which young children need additional help. It can not effectively prevent the occurrence of child problem behavior. The reasons are: 1) experience factor. 2) personality factor. 3) teacher reflection factor. This study is based on the perspective of CLASS scoring system. In order to improve the interaction level of kindergarten teachers to provide some educational advice: 1, to change the teaching concept, to respect the views of young children, to strengthen the learning of theoretical knowledge and experience, and to improve their ability of reflection. 3. Enhance teachers' sensitivity, strengthen behavior management, provide more training and learning opportunities, encourage teachers to observe each other, improve teachers' working status, and arrange suitable posts according to teachers' level.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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