促进小班插班幼儿入园适应的行动研究

发布时间：2018-06-06 03:45

本文选题：小班插班幼儿 + 入园适应　；参考：《天津师范大学》2017年硕士论文

【摘要】：幼儿园教师在日常工作中,往往会接触到小班零入园基础的插班幼儿。小班插班幼儿的入园适应与集体入园的新小班幼儿有一定的区别。本研究选择笔者所在小班的一名插班幼儿,通过对其观察,为其量身定制一系列适合其性格特点和发展需求的干预方案,对其进行为期两周的入园适应行动研究。通过干预前后和干预过程中的自然观察,记录其入园适应过程中五个维度的表现,考量其入园适应状况,最终达到入园适应的目的。通过教师有针对性的干预方案,增强了幼儿的安全感、自信心,缓解了其规则适应、人际交往和学习活动维度上的入园不适现象。本研究结果表明:教师通过运用,全方位干预和重点干预的策略,帮助幼儿实现了多角度、多维度的入园适应;关爱并给予自由空间的干预策略,可以促进幼儿情绪管理维度的入园适应;在同一维度下,综合运用干预策略有助于帮助小班插班幼儿实现更好的入园适应。本研究,通过运用行动研究的方法,探索了一套可行且有效的帮助小班插班幼儿入园适应的方法。为一线教师帮助小班插班幼儿入园适应提供了实践依据。教师对小班插班幼儿的有预期、有组织、有目的、有计划的入园适应干预手段是可行且有效的。通过教师的渐进地、有序地干预,帮助幼儿更好的适应了幼儿园的学习和生活,对其入园适应产生了积极的效果。
[Abstract]:In their daily work, kindergarten teachers often come into contact with small class zero-entry children. There are some differences between the small class children and the new small class children. In this study, a child in a small class was selected, and a series of intervention schemes suitable for his personality and development needs were tailored to his body by observing them, and a two-week study on their adaptation to the garden was carried out. Through the natural observation before and after intervention and in the process of intervention, the performance of five dimensions in the process of acclimatization was recorded. Through the teachers' targeted intervention program, the children's sense of security, self-confidence, their adaptation to the rules, interpersonal communication and learning activities dimension of the discomfort phenomenon. The results of this study show that teachers help children to achieve multi-angle and multi-dimensional adaptation through the strategies of application, omnidirectional intervention and key intervention, and intervention strategies of caring and giving free space. In the same dimension, the comprehensive use of intervention strategies can help small class children to achieve better kindergarten adaptation. In this study, a set of feasible and effective methods to help small class children to adapt to the kindergarten were explored by using the method of action research. It provides practical basis for first-line teachers to help small-class children fit in. Teachers have expected, organized, purposeful, and planned intervention measures for children in small class placement are feasible and effective. Through the gradual and orderly intervention of teachers, it helps children adapt better to the study and life of kindergarten, and has a positive effect on their adaptation to kindergarten.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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