基于对话理论的幼儿园集体教学中教师回应研究

发布时间：2018-12-15 09:59

【摘要】：教师回应是幼儿园集体教学的重要组成部分,也是师幼互动的重要方式之一,因此受到众多研究者的关注。对话理论对于提高幼儿园集体教学中教师回应的质量有很大的指导意义,基于对话理论的教师回应有利于幼儿主体性的发挥、幼儿教师的专业发展、新型师幼关系的构建、幼儿园集体教学质量的提高、幼儿园对话教学的开展。本文在综述相关文献的基础上,分析对话理论以及基于对话理论幼儿园集体教学中教师回应的特征和价值,并在深入了解当前幼儿园集体教学中教师回应现状的基础上,基于对话理论提出了当前幼儿园集体教学中教师回应存在的问题,然后针对问题进行归因分析,最后提出了相应的策略。本研究共分为四个部分:绪论:主要阐述了选题的缘由、文献综述、研究计划以及研究创新点。第一章:基于对话理论的幼儿园集体教学中教师回应概述。首先,对“对话理论”、“幼儿园集体教学”、“教师回应”进行核心概念界定;其次,分析基于对话理论的幼儿园集体教学中教师回应的特征;再次,分析基于对话理论的幼儿园集体教学中教师回应的价值。第二章:基于对话理论的幼儿园集体教学中教师回应的现状审视。首先,呈现幼儿园集体教学中教师回应的现状;其次,在现状的基础上,基于对话理论分析出当前幼儿园集体教学中教师回应存在幼儿主体性缺失、回应方式方法针对性差、回应差异性忽视、回应情感交融不足四方面的问题;再次,针对问题进行了原因剖析,包括教师素养欠缺、幼儿园相关引领不足两个方面的原因。第三章:基于对话理论的幼儿园集体教学中教师回应的策略。针对幼儿园集体教学中教师回应存在的问题及问题原因,基于对话理论提出了:观念转变,尊重幼儿主体性;行为改进,实施有效回应路径;情感保障,注重幼儿个体性;外部支持,加强相关引领四个方面的策略。
[Abstract]:Teacher response is an important part of kindergarten collective teaching and also one of the important ways of teacher-child interaction. Dialogue theory has great guiding significance for improving the quality of teachers' response in kindergarten collective teaching. The teacher response based on dialogue theory is beneficial to the development of children's subjectivity, the professional development of preschool teachers, and the construction of new teacher-child relationship. The improvement of kindergarten collective teaching quality and the development of kindergarten dialogue teaching. On the basis of summarizing relevant literature, this paper analyzes the characteristics and value of teachers' response in kindergarten collective teaching based on dialogue theory, and on the basis of deeply understanding the current situation of teachers' response in kindergarten collective teaching. Based on the dialogue theory, this paper puts forward the problems existing in teachers' response in kindergarten collective teaching, then analyzes the attribution of the problems, and finally puts forward the corresponding strategies. This research is divided into four parts: introduction: mainly elaborated the reason of the topic, literature review, research plan and research innovation. Chapter one: a summary of teacher response in kindergarten collective teaching based on dialogue theory. Firstly, it defines the core concepts of "dialogue theory", "kindergarten collective teaching" and "teacher response", secondly, analyzes the characteristics of teachers' response in kindergarten collective teaching based on dialogue theory. Thirdly, the paper analyzes the value of teachers' response in kindergarten collective teaching based on dialogue theory. Chapter two: the present situation of teachers' response in kindergarten collective teaching based on dialogue theory. First of all, the present situation of teachers' response in kindergarten collective teaching is presented. Secondly, on the basis of the present situation, based on the dialogue theory, the author analyzes that the teachers' response in kindergarten collective teaching is lack of subjectivity, the methods and methods of response are poor, and the differences of response are ignored. Responding to the four problems of lack of emotional blending; Thirdly, the causes of the problem are analyzed, including the lack of teachers' literacy and the lack of kindergarten related guidance. Chapter three: the strategies of teachers' response in kindergarten collective teaching based on dialogue theory. In view of the problems and causes of teachers' response in kindergarten collective teaching, the author puts forward the following points based on the dialogue theory: changing ideas, respecting children's subjectivity, improving behavior, implementing effective response path, ensuring emotion, paying attention to children's individuality; External support, strengthen the relevant leading four aspects of the strategy.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612

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