区域活动中教师指导策略生成机制的研究
发布时间：2018-08-09 08:27
【摘要】：区域活动是指在特定的区域通过提供丰富多样的材料让幼儿以小组或个别的方式自主操作材料以获得有益的学习经验一种活动类型,对幼儿发展具有重要的价值。目前幼儿园区域活动在实践中还存在着指导缺乏针对性、指导过度或放任自流、指导效率不高等诸多问题。现有的研究虽然就教师如何指导提出了大量的建议,却较少有人分析在区域活动的不同情境下教师与幼儿之间的关系及其指导的心理过程。本研究选取了 A县H和F两所幼儿园,运用观察法和访谈法对区域活动中的教师指导行为进行观察。并对收集到的91个区域活动案例、300次教师指导事件进行描述和统计,运用活动理论、情境学习理论结合幼儿学习的特点,对教师指导的现状、教师指导策略生成的机制进行了分析,希望为解决区域活动中教师指导存在的诸多问题提供建议。本文通过分析不同情境下教师的指导,结合数据统计发现:教师指导的情境类型主要集中于自主活动情境;教师指导的问题针对性不强;教师指导策略具有倾向性,在不同年龄班和不同幼儿园都倾向于引导型策略;指导结果呈现出相似性的特点。幼儿、问题、策略和结果是指导策略生成的核心要素,它们相互影响相互作用,构成指导策略的生成机制。指导策略生成的机制是一个复杂的、螺旋上升的动力循环系统:幼儿是指导策略生成的驱动器:幼儿与问题的共同作用是指导策略生成的变速器,使指导策略能适应环境的变化;结果是改进和完善指导策略的信号器;反思、活动目的、指导目的对指导策略的生成具有重要的影响。通过对案例的分析发现,指导策略生成的过程要经历五个阶段即观察发现情境、分析问题以确定指导目的并选择相应的指导策略、实施策略产生结果、反思。由此,本文从教师对情境的分析程度及相应的结果推导出指导策略生成的两条路径。在此基础上结合日常观察和访谈资料从三个方面分析了影响指导策略生成的因素:教师个人因素、幼儿园及幼儿园外部的因素。最后得出以下结论:第一,教师的专业素养在指导策略生成的过程中具有决定性的作用;第二,对情境进行深入系统的分析是指导策略生成的依据;第三,有针对性的指导策略是解决问题的关键;第四,反思是改进指导策略的重要途径;第五,需要进一步营造有利于指导策略生成的外部环境。为此,研究者就改善机制提出了相应的实践建议。
[Abstract]:Regional activity is a kind of activity type in which children can independently operate materials in groups or individual ways by providing rich and varied materials in a specific area. It is of great value to the development of young children. At present, there are still many problems in the practice of kindergarten regional activities, such as lack of pertinence, excessive guidance or laissez-faire, low efficiency and so on. Although there are a lot of suggestions on how to guide teachers, there are few people who analyze the relationship between teachers and young children in different situations of regional activities and the psychological process of their guidance. In this study, H and F kindergartens in A County were selected to observe the teacher guidance behavior in regional activities by means of observation method and interview method. It also describes and counts 300 teacher guidance events collected from 91 regional activity cases, applies activity theory and situational learning theory to the characteristics of preschool learning, and gives the current situation of teacher guidance. This paper analyzes the mechanism of teacher guidance strategy generation, and hopes to provide suggestions for solving the problems existing in teacher guidance in regional activities. Through the analysis of teachers' guidance in different situations, combined with data statistics, this paper finds that: the types of situations of teachers' guidance are mainly focused on the situation of autonomous activities; the problems of teachers' guidance are not targeted strongly; the strategies of teachers' guidance are tendentious. Different age classes and different kindergartens tend to be guided strategies, and the results show similar characteristics. Young children, problems, strategies and outcomes are the core elements of guiding strategy generation. They interact with each other and form the formation mechanism of guiding strategies. The mechanism for guiding strategy generation is a complex, spirally ascending dynamic circulatory system: young children are the drivers of strategy generation; the joint role of children and problems is the transmission that guides strategy generation. The result is to improve and perfect the signalling device of the guidance strategy, and the reflection, the aim of the activity and the aim of the guidance have important influence on the generation of the guiding strategy. Through the analysis of the case, it is found that the process of producing the guiding strategy has to go through five stages, that is, observe and discover the situation, analyze the problem to determine the guiding purpose and select the corresponding guiding strategy, implement the strategy to produce the result and reflect on it. Therefore, this paper deduces two ways to guide the generation of strategies from the teachers' level of situational analysis and the corresponding results. On the basis of this, the paper analyzes the factors that influence the formation of guiding strategies from three aspects: teachers' personal factors, kindergarten and kindergarten's external factors combined with daily observation and interview data. Finally, the following conclusions are drawn: first, teachers' professional accomplishment plays a decisive role in the process of guiding strategy generation; second, in-depth and systematic analysis of the situation is the basis for guiding strategy generation; third, Targeted guidance strategy is the key to solve the problem; fourth, reflection is an important way to improve the guidance strategy; fifth, the need to further create an external environment conducive to the generation of guidance strategies. Therefore, the researcher puts forward the corresponding practical suggestions to improve the mechanism.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612
本文编号：2173507
[Abstract]:Regional activity is a kind of activity type in which children can independently operate materials in groups or individual ways by providing rich and varied materials in a specific area. It is of great value to the development of young children. At present, there are still many problems in the practice of kindergarten regional activities, such as lack of pertinence, excessive guidance or laissez-faire, low efficiency and so on. Although there are a lot of suggestions on how to guide teachers, there are few people who analyze the relationship between teachers and young children in different situations of regional activities and the psychological process of their guidance. In this study, H and F kindergartens in A County were selected to observe the teacher guidance behavior in regional activities by means of observation method and interview method. It also describes and counts 300 teacher guidance events collected from 91 regional activity cases, applies activity theory and situational learning theory to the characteristics of preschool learning, and gives the current situation of teacher guidance. This paper analyzes the mechanism of teacher guidance strategy generation, and hopes to provide suggestions for solving the problems existing in teacher guidance in regional activities. Through the analysis of teachers' guidance in different situations, combined with data statistics, this paper finds that: the types of situations of teachers' guidance are mainly focused on the situation of autonomous activities; the problems of teachers' guidance are not targeted strongly; the strategies of teachers' guidance are tendentious. Different age classes and different kindergartens tend to be guided strategies, and the results show similar characteristics. Young children, problems, strategies and outcomes are the core elements of guiding strategy generation. They interact with each other and form the formation mechanism of guiding strategies. The mechanism for guiding strategy generation is a complex, spirally ascending dynamic circulatory system: young children are the drivers of strategy generation; the joint role of children and problems is the transmission that guides strategy generation. The result is to improve and perfect the signalling device of the guidance strategy, and the reflection, the aim of the activity and the aim of the guidance have important influence on the generation of the guiding strategy. Through the analysis of the case, it is found that the process of producing the guiding strategy has to go through five stages, that is, observe and discover the situation, analyze the problem to determine the guiding purpose and select the corresponding guiding strategy, implement the strategy to produce the result and reflect on it. Therefore, this paper deduces two ways to guide the generation of strategies from the teachers' level of situational analysis and the corresponding results. On the basis of this, the paper analyzes the factors that influence the formation of guiding strategies from three aspects: teachers' personal factors, kindergarten and kindergarten's external factors combined with daily observation and interview data. Finally, the following conclusions are drawn: first, teachers' professional accomplishment plays a decisive role in the process of guiding strategy generation; second, in-depth and systematic analysis of the situation is the basis for guiding strategy generation; third, Targeted guidance strategy is the key to solve the problem; fourth, reflection is an important way to improve the guidance strategy; fifth, the need to further create an external environment conducive to the generation of guidance strategies. Therefore, the researcher puts forward the corresponding practical suggestions to improve the mechanism.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612
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