幼儿园新教师观察幼儿策略的个案研究

发布时间：2018-06-28 09:46

本文选题：幼儿园新教师 + 观察　；参考：《四川师范大学》2017年硕士论文

【摘要】：观察作为幼儿教师重要的专业技能,它能帮助教师解读、判断幼儿的活动、行为等,并在此基础上引导幼儿教师因材施教、因时施教。不过,在幼儿园实际的教育教学活动中,幼儿教师对观察的基本要素以及专业要求等并不清晰,导致了幼儿教师观察的专业性较低。笔者在研究中发现,作为幼儿教师队伍重要组成部分的新教师,在观察幼儿的实践活动中也存在诸多问题:1.从观察目的看,关注教案达成情况多,关注儿童学习发展少;2.从观察对象看,关注“两极儿童”多,关注“中间儿童”少;3.从观察内容看,生活行为观察多,游戏、学习行为观察少;4.从观察方法看,零散性的定人观察多,系统性的追踪观察少;5.从利用观察结果看,当作幼儿评语多,当作学习发展评估少。所以,提高幼儿园新教师观察幼儿的专业性能力显得非常重要。本研究采用质性研究,选择成都市温江区某公办幼儿园的一位新教师进行个案研究,使用观察法、访谈法以及文本分析法,通过近一年的研究,得出以下结论:1.新教师观察幼儿策略的形成经历了三个阶段:一是入职初期(约1个月左右)的无观察策略阶段;二是入职中期(约2-6个月)的尝试观察策略阶段;三是入职后期(约6个月以后)的会用观察策略阶段。2.影响新教师观察幼儿策略的主要因素包括:(1)职前教育:一是观察理论课程的开设;二是观察实践课程的开展。(2)在职教育:一是新教师方面:观察知识的储备、观察技能的掌握;二是幼儿园方面:幼儿园对新教师观察的重视程度、幼儿园对新教师观察的培训力度。3.教育建议:一是新教师职前教育方面:开设观察理论课程,培养观察意识;开展观察实践课程,积累观察技能。二是新教师自身教育方面:加强学习,解决困惑;敢于实践,学会反思。三是幼儿园在职教育方面:重视观察,营造观察氛围;专家引领,提升观察能力;专题研究,促进观察实施。
[Abstract]:Observation, as an important professional skill of preschool teachers, can help teachers to interpret, judge children's activities and behaviors, and on this basis guide preschool teachers to teach according to their aptitude and time. However, in the actual teaching activities of kindergarten, the basic elements of observation and professional requirements of kindergarten teachers are not clear, which leads to the low professionalism of kindergarten teachers' observation. The author found that the new teachers, as an important part of preschool teachers, also have many problems in observing children's practical activities. From the point of view of observation, attention to teaching plans achieved more, less attention to the development of children learning. 2. From the observation object, pay attention to "bipolar children" more, pay attention to "intermediate children" less than 3. From the observation content, life behavior observation more, games, learning behavior observation less than 4. From observation method, scattered fixed person observation is more, systematic tracking observation is less than 5. 5%. From the use of observation results, as children more comments, as learning development evaluation. Therefore, it is very important to improve the professional ability of new kindergarten teachers. This study adopts qualitative research, selects a new teacher of a public kindergarten in Wenjiang District of Chengdu for a case study, uses observation method, interview method and text analysis method, through nearly one year's research, draws the following conclusions: 1. The formation of new teachers' observation strategies has experienced three stages: one is the unobserved strategy stage (about 1 month), the other is the trial observation strategy stage (about 2-6 months). The third is the later (about 6 months later) will use the observation strategy stage. 2. The main factors affecting the new teachers' observation strategies include: (1) pre-service education: first, the opening of the observation theory course; (2) the development of the observation practice course; (2) the in-service education: the new teacher's aspect: the reserve of the observation knowledge and the mastery of the observation skill; The second is kindergarten: the kindergarten pays attention to the new teacher observation, and the training intensity of the kindergarten to the new teacher observation. 3. Education suggestion: first, the new teachers' pre-service education: to set up the observation theory course, to cultivate the observation consciousness, to carry out the observation practice course, to accumulate the observation skill. Second, the new teacher's own education: strengthen the study, solve the confusion; dare to practice, learn to reflect. Third, in the field of on-the-job education in kindergartens, we should pay attention to observation and create observation atmosphere; experts should lead and improve observation ability; special research should be carried out to promote observation.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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