农村转岗幼儿教师在集体教学活动中评价行为的调查研究

发布时间：2018-03-28 20:54

本文选题：转岗教师　切入点：农村幼儿教师　出处：《广西师范大学》2014年硕士论文

【摘要】：农村转岗幼儿教师评价行为是指农村转岗幼儿教师在农村幼儿园,通过言语和非言语的方式,对幼儿的行为表现及发展变化所做出的具有肯定性或者否定性的价值判断。集体教学活动主要是指在幼儿园教育指导纲要及目标指引下,教师有目的、有计划通过组织、引导幼儿共同参与特定内容的学习的活动过程。本研究者以广西桂林市的30名农村转岗幼儿教师为研究对象,以集体教学活动为教育情境来进行研究,通过实地考察,采用事件取样观察法对农村转岗幼儿教师评价行为进行观察记录,记录其评价行为的真实过程,对观察记录进行分析编码,运用访谈的方式获得在农村幼儿园集体教学活动中转岗教师的评价行为等各种资料,进一步了解农村转岗幼儿教师评价行为存在问题的原因,最后进行分析整理。经过分析整理,研究者得出以下结论。首先,研究者将农村转岗幼儿教师在集体教学活动中的评价行为分为言语型评价行为和非言语型评价行为,从评价性质、评价方式、评价主题和评价效果为切入点,分析了当前集体教学活动中农村转岗幼儿教师评价行为的现状,主要有以下几个方面：集体教学活动中农村转岗幼儿教师评价行为的言语型评价行为次数高于非言语评价行为次数；否定性评价次数高于肯定性评价次数；笼统评价次数高于具体评价和暗示评价次数；幼儿认知情感方面的评价次数高于身体健康和社会性发展方面评价次数；消极评价次数高于积极评价次数。其次,研究者从农村转岗幼儿教师在集体教学活动中评价行为现状来分析其存在的问题,非言语型评价贫乏、单调；以言语型评价为主,过多注重活动结果,忽视活动过程；以否定性评价为主,不利于幼儿积极自我概念的发展；评价语言过于笼统,缺乏针对性；评价主题单一,缺乏对幼儿身体健康及社会性发展的评价；评价效果趋向消极,缺乏激励性。再次,研究者还分析了农村转岗幼儿教师评价行为主要受到其专业知识及素养、评价知识、刻板印象、评价情境等原因的影响。最后,研究者对农村转岗幼儿教师提出建议和策略,引起农村转岗幼儿教师对幼儿的评价的重视,提高农村转岗幼儿教师的评价意识,引导其评价行为走向正确的方向。
[Abstract]:The evaluation behavior of rural transferred preschool teachers refers to the rural transferred preschool teachers in rural kindergartens, through verbal and non-verbal ways, Collective teaching activities mainly refer to teachers' purposeful and planned organization under the guidance of kindergarten education guidelines and objectives. The process of guiding children to participate in the learning of specific content. This research takes 30 rural transferred preschool teachers in Guilin, Guangxi as the research object, and takes the collective teaching activities as the educational situation to carry on the research, through the field investigation, The method of event sampling and observation was used to observe and record the evaluation behavior of rural transferred preschool teachers, to record the real process of their evaluation behavior, and to analyze and code the observation records. Using the method of interview to obtain all kinds of information such as the evaluation behavior of transferred teachers in the collective teaching activities of rural kindergartens and further understand the reasons of the problems in the evaluation behavior of rural transferred preschool teachers. Finally the author analyzed and sorted out the problems. Through analysis and arrangement, the researcher draws the following conclusions. Firstly, the evaluation behavior of rural transferred preschool teachers in collective teaching activities is divided into verbal evaluation behavior and non-verbal evaluation behavior, from the nature of evaluation, evaluation methods. This paper analyzes the current situation of the evaluation behavior of the rural transferred preschool teachers in the collective teaching activities by using the evaluation theme and the evaluation effect as the starting point. There are the following aspects: the number of verbal evaluation behavior of rural transferred preschool teachers is higher than that of non-verbal evaluation behavior, the number of negative evaluation is higher than that of positive evaluation; The frequency of general evaluation was higher than that of specific evaluation and implied evaluation; the number of children's cognitive emotion evaluation was higher than that of physical health and social development; the number of negative evaluation was higher than that of positive evaluation. Secondly, the researcher analyzes the existing problems from the current situation of evaluating the behavior of rural transferred preschool teachers in collective teaching activities. The non-verbal evaluation is poor and monotonous, the verbal evaluation is mainly focused on the results of activities, and the process of activities is ignored. Negative evaluation is the main factor, which is not conducive to the development of children's positive self-concept; the evaluation language is too general and lack of pertinence; the subject of evaluation is single, and the evaluation of children's physical health and social development is lacking; the evaluation effect tends to be negative. Thirdly, the researcher also analyzed that the evaluation behavior of rural transferred preschool teachers was mainly influenced by their professional knowledge and accomplishment, evaluation knowledge, stereotype, evaluation situation and so on. Finally, the researcher puts forward suggestions and strategies to the rural transferred preschool teachers, causes the rural transferred preschool teachers to attach importance to the evaluation of young children, improves the evaluation consciousness of the rural transferred preschool teachers, and guides their evaluation behavior in the right direction.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G612

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