幼儿园科学活动中教师理答行为的研究

发布时间：2018-06-06 10:23

本文选题：科学活动 + 幼儿教师　；参考：《陕西师范大学》2014年硕士论文

【摘要】：随着《3—6岁儿童学习与发展指南》的出台,科学活动在幼儿园的开展情况可谓是如火如荼。教师如何通过科学活动来发展幼儿的探究思维,激发幼儿对科学活动的兴趣,日益引起了幼儿教师们的深刻思考。《3—6岁儿童与发展指南》中提到,教师应通过引导幼儿直接感知、亲身体验和实际操作的方法进行科学学习。从中我们看到了教师的引导对幼儿探究活动的重要性,也就是教师如何通过自己的行为表现来引领幼儿进行学习。本研究中的“理答”行为,就是属于教师对幼儿进行引导的一种情况,即教师对幼儿的回答作出反应与处理。通过前期资料的收集与整理,笔者了解到目前对于理答行为的研究主要集中在对理答行为的分类以及目前对教师理答行为的现状研究。基于此,本研究将按照“查阅文献—调查现状—分析现状—提出建议”的思路,主要的研究方法包括文献分析法、现场观察法、视频分析法、访谈法和归纳分析法。此外,值得强调的是,本研究在江苏省科研课题“小学青年教师经典课题案例理答行为的研究”中所用的教师理答行为量表的基础上,再根据观察到的实际情况,形成本次研究所使用的观察量表。笔者通过对15次幼儿园科学活动进行观察,发现次数最多的是发展性理答,共出现406次,主要表现在教师对幼儿回答的追问上；其次是诊断性理答,出现142次；激励性理答出现75次；目标性理答出现71次。在对资料进行观察分析的过程中,笔者发现幼儿教师在理答行为中存在这样的问题：教师仅仅是为了理答而理答,而忽视理答内在的重要作用；理答的次数虽然很多,但质量较低；教师的理答时机不当,不能把握恰当的时机性；理答注重学习目标,忽略学习过程；问题设计的质量较低,对于生成性问题考虑不足；理答行为存在“不公平”,教师较多地关注“部分幼儿”。根据以上问题,笔者做出这样的原因分析：幼儿教师持有的“师道尊严”、“尊师重道”等传统的教育观念；教师的科学知识储备不足；幼儿教师的教学机智不够灵活；教师的教学准备不够充分,对于生成性内容考虑不周；教师的语言表达不够简明准确以及缺乏鼓励性；幼儿园现行的评价制度的制约。上述因素均影响到幼儿教师理答行为的有效性。根据目前幼儿教师在理答环节出现的问题及产生的原因,笔者提出以下对策：教师需转变教学观念,实现师幼间的互动；丰富理答的表现形式,特别是发展性理答和激励性理答；提高理答的针对性,促进幼儿发展；处理好“教师预设”与“幼儿生成”的关系,给予幼儿一定的探索空间和自由；教师提高对课后反思的重视,教师要善于倾听幼儿的回答,提高教学机智；教师提高自身语言表达的精简性。笔者希望幼儿教师在具体的教学实践中,提高对上述因素的重视,从而改进自身的理答行为。
[Abstract]:With the publication of < 3-6-year-old Children's Learning and Development Guide, the development of scientific activities in kindergartens is in full swing. How teachers develop children's inquiry thinking and stimulate their interest in scientific activities through scientific activities has increasingly aroused the deep thinking of early childhood teachers, as mentioned in the Guide for Children and Development between the ages of 3 and 6. Teachers should learn scientifically through direct perception, personal experience and practical operation. From this, we can see the importance of teachers' guidance to children's inquiry activities, that is, how teachers lead children to learn through their own behavior. The behavior of "answer" in this study is a kind of situation in which teachers guide children, that is, teachers react and deal with children's responses. Through the collection and collation of the previous data, the author finds out that the current research on the behavior of reasoning and answer is mainly focused on the classification of the behavior of reasoning and the current situation of the research on the behavior of teachers. Based on this, this study will follow the idea of "consult the literature, investigate the current situation, analyze the present situation-put forward suggestions". The main research methods include literature analysis, field observation, video analysis, interview and inductive analysis. In addition, it is worth emphasizing that this study is based on the questionnaire used in Jiangsu Province's scientific research project, "A case study on the Classical subjects of Young Primary School Teachers", and then on the basis of the observed actual situation. Form the observation scale used in this study. The author observed 15 kindergarten scientific activities and found that the most frequent was developmental answer, which appeared 406 times, mainly reflected in the teacher's questioning of children's answer, followed by diagnostic answer (142 times). Incentive answers appeared 75 times and target answers 71 times. In the course of the observation and analysis of the data, the author found that there are such problems in the behavior of the child teachers: the teachers only reason the answers for the sake of reasoning, but ignore the important role of the rational answers, and the times of answering are many. However, the quality is low; the teacher's timing of answering is inappropriate and he cannot grasp the proper opportunity; the teacher pays attention to the learning goal and neglects the learning process; the quality of the problem design is low and the problem is not considered enough for the generative problem; the behavior of answering is "unfair". Teachers pay more attention to some children. According to the above problems, the author makes the following reasons: the traditional educational concepts such as "teachers' dignity", "respecting teachers' importance", etc., lack of scientific knowledge reserve of teachers, infantile teachers' teaching wit and flexibility, and so on. The teacher's teaching preparation is not enough, the generative content is not well considered, the teacher's language expression is not concise and accurate and lack of encouragement, and the current evaluation system of kindergarten is restricted. All of the above factors affect the effectiveness of preschool teachers'answering behavior. According to the problems and the reasons of the teachers in the process of answering, the author puts forward the following countermeasures: teachers should change their teaching concepts, realize the interaction between teachers and children, enrich the expression of the answer, and put forward the following countermeasures: the teachers should change their teaching ideas and realize the interaction between the teachers and the children; Especially developmental and motivational answer; improve the pertinence of rational answer to promote the development of young children; deal with the relationship between "teacher presupposition" and "infant generation", give children a certain exploration space and freedom; Teachers should pay more attention to the reflection after class, listen to the children's answers and improve their teaching wit, and teachers should improve the simplification of their own language expression. The author hopes that the kindergarten teachers will pay more attention to the above factors in the specific teaching practice and improve their own behavior of answering and reasoning.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G613.3

【参考文献】