重庆市乡镇中心幼儿园大班语言教育活动实施研究

发布时间：2018-04-25 00:40

本文选题：乡镇中心幼儿园 + 大班　；参考：《重庆师范大学》2015年硕士论文

【摘要】：幼儿园语言教育活动的实施是影响幼儿语言学习的重要因素。自2001年9月试行《幼儿园教育指导纲要(试行)》后,幼儿教师层面的活动实施也得到了前所未有的关注。语言是人类思维、学习和交往的工具,在生活中具有重要作用,幼儿期是语言发展的关键期,幼儿园语言教育的一项重要内容就是要使幼儿的语言能力得到发展。而幼儿园语言教育活动就是其中最重要也是最有效的方式。本研究以B区乡镇中心幼儿园大班语言教育活动为研究对象,运用文献法、访谈法、观察法、作品分析法,深入幼儿园语言教育活动,考察大班幼儿教师语言教育活动的实施情况。研究发现,B区乡镇中心幼儿园大班语言教育活动实施主要存在问题有:虽然教师能够意识到幼儿的兴趣和需要、生活经验等在确定语言教育活动目标中的重要性,但在具体的实践中,多数教师仅仅以《纲要》和《3~6岁儿童学习与发展指南》(以下简称《指南》)的要求为依据来确定活动目标,依据比较单一;教师知道语言教育活动内容选择的来源应该是幼儿的兴趣和身心发展的规律,但是在具体实践中,内容的选择却多数来自教材;教师在语言教育活动的组织与实施上缺乏灵活性,缺乏一个弹性的教学计划,教师只是关注是否能够顺利完成预设的活动方案及达到活动目标,他们倾向于以同一方式来组织不同类型的语言教育活动,认真实施活动的内容,并未考虑到幼儿自身的特点、兴趣与需要;在B区乡镇中心幼儿园中,语言教育活动评价包括对幼儿的评价和对活动本身的评价,评价多以幼儿的书面作业作为评价的标准。本研究还主要从宏观与微观两方面分析了影响幼儿园语言教育活动实施的因素。宏观的因素包括教育行政部门对幼儿园的管理不到位、农村地区教育基础设施配备不全。微观因素包括幼儿教师素质、家长的支持、幼儿园的支持等。本研究最后针对B区乡镇中心幼儿园大班语言教育活动实施的现状以及影响的相关因素,提出相应的建议:寻求教育行政部门的支持;科学合理地组织实施语言教育活动;增强教师的语言素质,提高语言教学能力;加强教师与家长之间的交流与合作,促进家长教育观念转变;幼儿园为教师提供支持。
[Abstract]:The implementation of kindergarten language education activities is an important factor affecting children's language learning. Since the implementation of the guidelines for Kindergarten Education (trial) in September 2001, the implementation of activities at the teacher level has received unprecedented attention. Language is the tool of human thinking, learning and communication, and plays an important role in life. The key period of language development is early childhood. One of the important contents of language education in kindergarten is to develop the language ability of children. The kindergarten language education is the most important and the most effective way. This research takes the language education activity of large class in town and township center kindergarten in area B as the research object, using literature method, interview method, observation method, work analysis method, go deep into kindergarten language education activity. To investigate the implementation of language education activities for large class preschool teachers. The study found that the main problems in the implementation of the large-class language education activities in the township center kindergartens in area B are: although teachers can realize the interests and needs of young children and the importance of life experience in determining the goals of language education activities, However, in practice, most teachers only use the requirements of "outline" and "< 3-year-old children's learning and development guide" (hereinafter referred to as "guidelines") as the basis to determine the goal of activities, the basis is relatively simple; Teachers know that the source of content selection of language education activities should be the law of children's interest and physical and mental development, but in practice, most of the choice of content comes from teaching materials. Teachers lack flexibility in the organization and implementation of language education activities and lack of a flexible teaching plan. Teachers are only concerned about whether or not they can successfully complete the planned activities and achieve their goals. They tend to organize different types of language education activities in the same way, and earnestly implement the contents of the activities, without taking into account the characteristics, interests and needs of the children themselves. The evaluation of language education activities includes the evaluation of young children and the evaluation of activities themselves. This study also analyzes the factors that affect the implementation of kindergarten language education activities from macro and micro aspects. Macro factors include inadequate management of kindergartens by educational administrative departments and inadequate provision of educational infrastructure in rural areas. Micro factors include the quality of preschool teachers, parents' support, kindergarten support and so on. At the end of this study, according to the current situation of the implementation of language education activities in the large class of town and township center kindergartens in area B and the related factors, the author puts forward the corresponding suggestions: seeking the support of the educational administration department, organizing and implementing language education activities scientifically and reasonably; Strengthen teachers' language quality, improve language teaching ability, strengthen the communication and cooperation between teachers and parents, promote the change of parents' educational concept, and provide support for teachers in kindergarten.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G613.2

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