幼儿园户外自主游戏中教师观察行为的特征与类型研究
发布时间：2018-12-09 13:18
【摘要】：随着我国教育改革的不断深入和推进,幼儿的自主游戏受到越来越多的关注,虽然它没有发展的特定指向但却凝聚着幼教发展的整体趋势。游戏化的教育理念对教师的专业水平提出了更高的要求,因在幼儿游戏中教师的观察起着“承上启下”的重要作用,结合当前幼儿园教育实践中教师对游戏观察认识不清、能力不足等问题,本研究在查阅文献资料和现状调查的基础上,从“教师专业行为”角度出发,以幼儿园户外自主游戏为载体,考察教师观察行为的特征,并进行类型划分。本研究根据幼儿园等级划分随机抽取了不同水平幼儿园300名幼儿教师,通过自编《幼儿园户外自主游戏中教师观察行为特征与类型》问卷进行调查。回收问卷285份,其中有效问卷264份,问卷有效率为92.6%。问卷结构包括观察行为自觉性、观察行为结构性、观察行为理论性、观察行为反思性等四个维度。经检验Alpha信度为0.920,分半信度为0.841。与此同时在问卷研究对象中随机抽取小、中、大班共27(3×3×3)名幼儿教师进行了访谈和观察,同时采用实物分析法对教师的观察日记和教育反思进行整理和分析。结果表明:1.当前幼儿教师户外自主游戏观察行为总体水平较好,其中幼儿教师观察行为的自觉性最好,理论性和反思性次之,结构性最低。2.幼儿教师户外自主游戏观察行为在不同人口学变量上存在差异,这些差异表现在以下几个方面:(1)幼儿教师户外自主游戏观察行为总体、理论性和反思性在教师年龄上都存在极其显著差异:教师观察行为水平随着教师年龄的增长而逐渐提高,50岁以后开始下降,其中41-50岁教师观察行为总体上得分最高。(2)幼儿教师户外自主游戏观察行为自觉性在园所性质上的特征:公立园幼儿教师户外自主游戏观察行为自觉性水平明显高于私立园幼儿教师。3.幼儿教师户外自主游戏观察行为可划分为:“可燃平稳型”、“自燃综合型”和“不可燃被动型”三类,各类型差异显著,其中“自燃综合型”水平最高。结合讨论部分中幼儿教师户外自主游戏观察行为的特征、类型及其表现,在建议部分,综合考虑教师自身、幼儿园等多方面的因素提出有针对性的建议。
[Abstract]:With the deepening and promotion of educational reform in China, children's autonomous play has received more and more attention. Although it has no specific direction of development, it condenses the overall trend of the development of preschool education. The educational concept of game has put forward higher requirements to teachers' professional level, because teachers' observation plays an important role of "connecting between the past and the next" in preschool games, and teachers' understanding of game observation is not clear in the current kindergarten education practice. On the basis of literature review and current investigation, this study studies the characteristics and classification of teachers' observation behavior from the perspective of "professional behavior of teachers", taking outdoor autonomous games in kindergartens as the carrier. In this study, 300 kindergarten teachers at different levels were randomly selected according to the classification of kindergarten grades. The questionnaire was designed to investigate the characteristics and types of teachers' observation behavior in kindergarten outdoor games. 285 questionnaires were collected, of which 264 were valid, and the effective rate was 92.6. The questionnaire structure includes four dimensions: observational behavior consciousness, observational behavior structure, observational behavior theory and observational behavior reflection. The reliability of Alpha and split-half were 0.920 and 0.841 respectively. At the same time, 27 (3 脳 3 脳 3 脳 3) preschool teachers in large class were interviewed and observed in the questionnaire. Meanwhile, teachers' observation diary and educational introspection were sorted out and analyzed by using the physical analysis method. The results show that: 1. At present, the overall level of outdoor autonomous game observation behavior of preschool teachers is better, among which, the consciousness of preschool teachers' observation behavior is the best, the theoretical and reflective behavior is the second, and the structure is the lowest. 2. There are differences in the observation behavior of outdoor autonomous game among preschool teachers in different demographic variables. These differences can be seen in the following aspects: (1) the observation behavior of preschool teachers' outdoor autonomous game is overall. There are significant differences in the age of teachers between theoretical and reflective aspects: the level of teachers' observation behavior increases gradually with the increase of teachers' age and begins to decline after 50 years of age. Among them, 41-50 years old teachers had the highest score on the whole. (2) Infant teachers' consciousness of outdoor autonomous game observation behavior in the garden: the behavior consciousness of outdoor autonomous game observation behavior of kindergarten teachers. The level was significantly higher than that of private kindergarten teachers. The observation behavior of preschool teachers' outdoor autonomous games can be divided into three types: "combustible and stable", "spontaneous combustion comprehensive" and "non-flammable passive", among which the level of "spontaneous combustion comprehensive" is the highest. Combined with the characteristics, types and manifestations of the outdoor autonomous game observation behavior of the middle and middle school teachers in the discussion part, in the suggestion part, some suggestions were put forward, such as the teachers themselves, the kindergarten and so on.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.7
本文编号：2369420
[Abstract]:With the deepening and promotion of educational reform in China, children's autonomous play has received more and more attention. Although it has no specific direction of development, it condenses the overall trend of the development of preschool education. The educational concept of game has put forward higher requirements to teachers' professional level, because teachers' observation plays an important role of "connecting between the past and the next" in preschool games, and teachers' understanding of game observation is not clear in the current kindergarten education practice. On the basis of literature review and current investigation, this study studies the characteristics and classification of teachers' observation behavior from the perspective of "professional behavior of teachers", taking outdoor autonomous games in kindergartens as the carrier. In this study, 300 kindergarten teachers at different levels were randomly selected according to the classification of kindergarten grades. The questionnaire was designed to investigate the characteristics and types of teachers' observation behavior in kindergarten outdoor games. 285 questionnaires were collected, of which 264 were valid, and the effective rate was 92.6. The questionnaire structure includes four dimensions: observational behavior consciousness, observational behavior structure, observational behavior theory and observational behavior reflection. The reliability of Alpha and split-half were 0.920 and 0.841 respectively. At the same time, 27 (3 脳 3 脳 3 脳 3) preschool teachers in large class were interviewed and observed in the questionnaire. Meanwhile, teachers' observation diary and educational introspection were sorted out and analyzed by using the physical analysis method. The results show that: 1. At present, the overall level of outdoor autonomous game observation behavior of preschool teachers is better, among which, the consciousness of preschool teachers' observation behavior is the best, the theoretical and reflective behavior is the second, and the structure is the lowest. 2. There are differences in the observation behavior of outdoor autonomous game among preschool teachers in different demographic variables. These differences can be seen in the following aspects: (1) the observation behavior of preschool teachers' outdoor autonomous game is overall. There are significant differences in the age of teachers between theoretical and reflective aspects: the level of teachers' observation behavior increases gradually with the increase of teachers' age and begins to decline after 50 years of age. Among them, 41-50 years old teachers had the highest score on the whole. (2) Infant teachers' consciousness of outdoor autonomous game observation behavior in the garden: the behavior consciousness of outdoor autonomous game observation behavior of kindergarten teachers. The level was significantly higher than that of private kindergarten teachers. The observation behavior of preschool teachers' outdoor autonomous games can be divided into three types: "combustible and stable", "spontaneous combustion comprehensive" and "non-flammable passive", among which the level of "spontaneous combustion comprehensive" is the highest. Combined with the characteristics, types and manifestations of the outdoor autonomous game observation behavior of the middle and middle school teachers in the discussion part, in the suggestion part, some suggestions were put forward, such as the teachers themselves, the kindergarten and so on.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.7
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