幼儿园集体教学生命意义的审视

发布时间：2018-02-03 11:52

本文关键词： 幼儿园集体教学生命意义　出处：《湖南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：本研究在呼吁幼儿园集体教学关注幼儿生命的同时,从幼儿园集体教学活动出发,深入其中了解其现状,以批判性的视角对实践中的幼儿园集体教学活动进行研究,审视其中存在的问题,为使教学回归幼儿生命,从而推进幼儿园集体教学具有生命意义提供有益的理论支持和实践思路。本研究认为幼儿园集体教学的生命意义指的是将集体教学看成是“鲜活的”生命现象,赋予其以生命感,关注其中幼儿的生命体验,使其产生生活的主体感、价值感和人的尊严。基于此,本研究认为幼儿园集体教学的生命体征包括整体性、流动性、独特性和开放性。然后,分别从幼儿园集体教学目标、内容及过程来阐述幼儿园集体教学的生命意义。首先,幼儿园集体教学目标的生命意义体现在三个方面:一是,幼儿园集体教学目标从关注教的结果到学的结果;二是,幼儿园集体教学目标指向幼儿作为完整的人的发展;三是,幼儿园集体教学目标要满足幼儿当下的精神需求。其次,幼儿园集体教学内容的生命意义体现在两个方面:一是,幼儿园集体教学内容渊源于幼儿真实生活;二是,幼儿园集体教学内容是幼儿切实关心的内容。最后,幼儿园集体教学过程的生命意义也体现在两个方面:一是,幼儿园集体教学过程是不确定的;二是,幼儿园集体教学过程的组织和管理方式的人性化。据此,本文采用现场观察的方式对实践中的幼儿园集体教学活动进行研究。通过对研究结果的分析,主要发现存在以下几个方面的问题。首先,幼儿园集体教学目标生命意义的缺失主要表现在:幼儿园集体教学目标过于理想化导致对活生生幼儿的忽视;幼儿园集体教学目标的片面化抑制幼儿完整生命的发展;幼儿园集体教学目标执行的机械化抹杀了幼儿生命的活力。其次,幼儿园集体教学内容生命意义的缺失主要表现在:幼儿园集体教学内容脱离了幼儿鲜活的生活;幼儿园集体教学内容抹去了幼儿的个体差异。最后,幼儿园集体教学过程生命意义的缺失主要表现在:过于高结构化的幼儿园集体教学过程阻碍了幼儿生命流淌;幼儿园集体教学过程缺乏与幼儿的精神沟通;幼儿园集体教学过程重教学常规轻幼儿发展。在此基础上,本文试图从贬抑生命的文化思想及人文关怀缺失的教育两个方面出发,对集体教学生命意义缺失的问题进行反思。
[Abstract]:This study calls on kindergarten collective teaching to pay attention to the life of young children at the same time, from the kindergarten collective teaching activities, in-depth understanding of its current situation. This paper studies the collective teaching activities of kindergartens in practice from a critical perspective and examines the existing problems in order to make the teaching return to the life of young children. In order to promote the kindergarten collective teaching with life significance to provide useful theoretical support and practical thinking. This study believes that the life significance of kindergarten collective teaching refers to the collective teaching as a "fresh" life phenomenon. Endow them with a sense of life, pay attention to the life experience of young children, so that they produce a sense of life, sense of value and human dignity. Based on this, this study believes that the life signs of kindergarten collective teaching include integrity. Mobility, uniqueness and openness. Then, from the kindergarten collective teaching objectives, content and process to explain the life significance of kindergarten collective teaching. The life significance of the kindergarten collective teaching goal is embodied in three aspects: first, the kindergarten collective teaching goal is from paying attention to the teaching result to the learning result; Secondly, the goal of collective teaching in kindergartens is directed at the development of children as a whole; Third, the kindergarten collective teaching goals to meet the immediate spiritual needs of young children. Secondly, the life significance of kindergarten collective teaching content is reflected in two aspects: one is. Kindergarten collective teaching content originates from children's real life; Finally, the life significance of the kindergarten collective teaching process is also reflected in two aspects: first, the kindergarten collective teaching process is uncertain; Secondly, the organization and management of kindergarten collective teaching process is humanized. Based on this, this paper studies the practice of collective teaching activities in kindergarten by the way of field observation. Through the analysis of the results of the research. The main findings are as follows: first of all, the lack of life meaning of kindergarten collective teaching goal is mainly reflected in: kindergarten collective teaching goal too idealized to lead to neglect of living children; The one-sided goal of collective teaching in kindergartens inhibits the development of children's complete life; The mechanization of the implementation of collective teaching goals in kindergartens kills the vitality of children's life. Secondly. The lack of life meaning of kindergarten collective teaching content is mainly reflected in: kindergarten collective teaching content is divorced from the fresh life of children; Kindergarten collective teaching content erased the individual differences. Finally. The lack of life significance in kindergarten collective teaching process is mainly reflected in: too high structure of kindergarten collective teaching process hinders the flow of children's lives; Lack of spiritual communication between kindergarten group teaching process and children; On the basis of this, this paper tries to start from two aspects: the cultural thought of belittling life and the education of lack of humanistic care. This paper reflects on the lack of life meaning in collective teaching.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G612

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