幼儿园数学集体教学活动中的教学语言研究

发布时间：2018-06-29 12:32

本文选题：幼儿园教学 + 数学集体教学活动　；参考：《天津师范大学》2014年硕士论文

【摘要】：教学是课程的主要呈现方式,教学语言是教学行为的主要手段。在幼儿园数学集体活动中,幼儿教师的教学语言承担着极其重要的任务：既要促进幼儿的思维能力,又要激发幼儿积极的情感态度；既要保证本活动顺利开展,又要激发幼儿后续学习的兴趣；既要幼儿积极参与,又要维持良好的常规环境……一些幼儿教师在长期的一线工作经验基础上,有了自己的语言特色和教学手段,却难以系统全面地介绍如何运用教学语言才能获得良好的教学效果。以往对教学语言的研究中,大多数研究对象为中小学教学,对幼儿园教师教学语言的研究较少。在幼儿园实践中,许多教师在中存在或多或少的教学语言问题,导致教学效果不理想。已有研究显示,在数学集体活动中,幼儿教师需要呈现大量的教学语言,要求教师教学语言更具逻辑性。尽管区域活动对幼儿自主建构起到重要作用,但集体教学是教师帮助幼儿激发、梳理、提升幼儿思维的重要方式,数学集体活动具有不可替代的教育教学价值。从我国大多数幼儿园现状看,集体活动仍是幼儿园数学领域最主要的教学形式。因此,本研究以幼儿园数学集体活动为焦点,通过观察和访谈,了解分析幼儿教师的教学语言现状,经过讨论、比较和梳理,提出改善教学语言的相关建议。本研究现场录音和视频的方式搜集了20个幼儿园数学集体活动案例。其中前10个案例来自一所幼儿园的年轻教师,平均教龄一年半；另外10个案例是公认的幼儿园优秀活动。将优秀案例作为参照物,以导入语、结束语、讲授语、问答行为、对不同回答的理答方式为基本视角,观察幼儿园教师在日常教学活动中存在的教学语言问题：1、导入语不够简洁,呈现内容过多；2、讲授语没有运用问题支架的方式,插入了无关内容,辅助手段少,很少激发有意义思维倾向；3、教师提问引发的问答行为中几乎不涉及“讨论”问答,候答时间短,缺乏反审性倾听；4、“非正确回答”背景下使用“转问和探问”较少,启发思维过程不充分；5、“正确回答”背景下的理答存在表扬过多、效果不佳,忽略较多未明确反馈,校正性反馈存在无效的情况。6、结束语仅陈述活动完成,没有指向延展性的学习,对幼儿情感态度的学习倾向调动不足。经过观察、讨论和分析,得出以下结论：1、幼儿教师的教育教学观念对教学语言有影响,一些观念模糊导致教学语言存在误区；2、幼儿教师自身口头语言习惯与惰性会造成教学语言问题；3、其他客观条件,如培训实习的匮乏单一、教学过程中的干扰因素也会对教学语言造成影响。最后,结合教学实践提出了教学语言的相关建议：1、优化数学集体活动中教学语言的具体建议；2、幼儿教师开展数学教学工作的相关建议；3、幼儿园教学管理和教师培训方面的建议。总之,本研究以幼儿园数学集体教学活动的教学实践为基础,对教学整个过程中教学语言进行了具体而视角丰富的研究,最后对教学实践中的教学语言进步提出了切合实际的建议。
[Abstract]:Teaching is the main way of presentation, teaching language is the main means of teaching behavior. In the Kindergarten Mathematics collective activities, preschool teachers' teaching language bears an extremely important task: not only to promote children's thinking ability, but also to stimulate young children's positive emotional attitude, not only to ensure the smooth development of the activities, but also to stimulate the young. On the basis of long line work experience, some preschool teachers have their own language characteristics and teaching means, but it is difficult to systematically and comprehensively introduce how to use the teaching language to achieve good teaching effect. In the study, most of the subjects are primary and secondary school teaching, and there are few studies on the teaching language of kindergarten teachers. In the practice of kindergartens, many teachers have more or less teaching language problems, which result in the teaching effect is not ideal. The teaching language of teachers is more logical. Although regional activities play an important role in the independent construction of children, collective teaching is an important way for teachers to help children to stimulate, sort out and improve their thinking. The collective activities of mathematics have an irreplaceable educational and teaching value. From the current situation of most kindergartens in China, collective activities are still young children. The most important teaching form in the field of Kindergarten Mathematics. Therefore, this study focuses on the Kindergarten Mathematics collective activities, through observation and interview, to understand and analyze the present situation of preschool teachers' teaching language. After discussing, comparing and combing, some suggestions are put forward to improve the teaching language.
In this study, the field recordings and video were collected from 20 Kindergarten Mathematics collective activities. The first 10 cases came from a young teacher in a kindergarten with an average age of one and a half years; the other 10 cases were recognized as the excellent activities of the kindergarten. The answer way is the basic angle of view, to observe the teaching language problems of kindergarten teachers in daily teaching activities: 1, the introduction is not concise enough, and the content is too much; 2, the teaching language does not use the problem scaffold, inserts the unrelated content, the auxiliary means is few, rarely stimulates the meaningful thinking tendency; 3, teacher questions citation In the question and answer behavior, there are almost no questions and answers involved in "discussion", short response time and lack of anti hearing listening; 4, under the background of "non correct answer", the use of "inquiry and inquiry" is less, and the process of enlightening thinking is inadequate; 5, there are too many praise in the background of "correct answer", the effect is not good, and more unexplicit feedback is ignored and correction is ignored. Feedback is invalid..6, concluding remarks only indicate that the activity is completed, there is no point to the extension learning, and the learning tendency of children's emotional attitude is not enough.
After observation, discussion and analysis, the following conclusions are drawn: 1, the teaching ideas of preschool teachers have an influence on the teaching language, some of the vague ideas lead to the misunderstanding of the teaching language; 2, the oral language habits and inertia of the preschool teachers will cause the teaching language problems; 3, the objective conditions, such as the lack of single training practice, have been taught. The interference factors in the course will also affect the teaching language. Finally, the relevant suggestions for teaching language are put forward in combination with the teaching practice: 1, to optimize the concrete suggestions of the teaching language in the collective activities of mathematics; 2, the relevant suggestions for the preschool teachers to carry out the mathematics teaching work; 3, the suggestions on the management of kindergarten teaching and the training of teachers.
In a word, the study is based on the teaching practice of Kindergarten Mathematics collective teaching activities, and makes a concrete and rich perspective on the teaching language in the whole process of teaching. Finally, it puts forward practical suggestions on the progress of teaching language in the teaching practice.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G613.4

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