幼儿教师积木游戏指导能力提升的研究

发布时间：2018-06-24 04:05

本文选题：幼儿教师 + 积木游戏　；参考：《江西师范大学》2017年硕士论文

【摘要】：积木游戏是集合了结构性、操作性与造型性于一体的创造性游戏。与其他游戏相比,积木游戏对发展幼儿的数理逻辑思维、想象力、创造力和审美能力具有显著作用。但由于教师缺乏游戏指导能力,积木游戏对幼儿的发展价值一直未得到有效开发。积木游戏价值的挖掘,首先必须从宏观层面把握教师指导积木游戏的现状,并探究问题产生的根源,然后以此为基础因地制宜地采取干预措施,提升教师的积木游戏指导能力。研究采取了行动研究的范式,以南昌市5所示范性幼儿园为研究对象,综合运用了文献法、观察法和访谈法考察幼儿教师指导积木游戏的现状。在此基础之上,研究者以N园作为行动研究对象,积极探索提升幼儿教师积木游戏指导能力的有效策略。具体而言,研究围绕以下几个部分展开:第一部分是绪论,主要介绍了研究缘起、国内外研究现状、核心概念界定、研究意义和研究设计。第二部分介绍了教师指导积木游戏存在的问题及原因。研究发现,幼儿教师在积木游戏指导方面存在以下问题:在游戏准备阶段,墙面内容单薄,教育功能不足;计划名不副实,游戏时间匮乏;辅助材料过多,积木配备不足。在游戏实施阶段,教师以随意观察为主,观察目标模糊;指导内容过分关注游戏规则,忽视建构技能;指导方式以直接指导为主,隐性指导不足;指导角色错位,或放任或高控。在游戏结束阶段,评价环节缺失,点评内容重结果轻过程;教师反思的内容片面,反思载体稀缺。研究者继而从幼儿园和教师两个维度探讨了上述问题产生的原因。第三部分介绍了研究者为提升N园教师积木游戏指导能力所采取的4种干预策略:阅读分享法、参与式理论培训、系统支持法和实践反思法。第四部分介绍了研究结论和研究反思。研究证明:转变游戏观、掌握建构技能、提供制度支持是提升教师积木游戏指导能力的前提、关键和助推器,合理分配游戏时间是改善游戏指导效果的捷径。最后,研究者从教师和幼儿两方面总结了干预策略所带来的成效,并陈述了研究困境,明确了下一步研究的方向。
[Abstract]:Building block game is a collection of structural, operational and modeling in one of the creative game. Compared with other games, building blocks play a significant role in the development of children's mathematical logic thinking, imagination, creativity and aesthetic ability. However, because teachers lack the ability of game guidance, the value of building block games to children's development has not been effectively developed. In order to excavate the value of building block game, we must grasp the present situation of teachers guiding building block game from the macro level, and probe into the root of the problem, and then take intervention measures according to local conditions to improve teachers' guiding ability of building block game. The study adopted the paradigm of action research, taking 5 model kindergartens in Nanchang city as the research object, comprehensively applied the literature method, the observation method and the interview method to investigate the present situation of the kindergarten teachers guiding the building block game. On this basis, the researchers take N Garden as the object of action, and actively explore effective strategies to improve the ability of kindergarten teachers to play games. The first part is the introduction, which mainly introduces the origin of the research, the current research situation at home and abroad, the definition of the core concepts, the significance of the research and the research design. The second part introduces the problems and causes of the teacher-guided building block game. The study found that the kindergarten teachers have the following problems in the building block game guidance: in the game preparation stage, the wall content is thin, the education function is insufficient; the plan is not worthy of the name, the game time is scarce; the auxiliary material is too much, the building block is insufficient. In the implementation stage of the game, the teachers focus on the random observation, and the objectives are vague; the guiding content pays too much attention to the rules of the game and neglects the construction skills; the guiding way is mainly direct guidance, but the implicit guidance is insufficient; the guidance role is misplaced. Or laissez-faire or high control. At the end of the game, the evaluation link is missing, the content of the evaluation is less than the result, the content of teacher's reflection is one-sided, and the reflection carrier is scarce. The researchers then discussed the causes of the above problems from the two dimensions of kindergarten and teachers. The third part introduces four kinds of intervention strategies adopted by researchers to improve the ability of N garden teachers' building block game guidance: reading sharing method, participatory theory training, system support method and practice reflection method. The fourth part introduces the research conclusion and research reflection. The research proves that changing the game view, mastering the construction skill, providing the system support are the premise of improving the teachers' ability of building block game guidance, the key and booster, and the rational allocation of game time are the shortcut to improve the game guidance effect. Finally, the researcher summarized the effect of intervention strategy from teachers and young children, stated the research dilemma, and made clear the direction of the next research.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.7

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