教师支持行为对幼儿学习品质影响的实验研究

发布时间：2019-04-03 10:36

【摘要】：众所周知,幼儿学习品质的发展受很多因素的影响,经过对文献的分析发现,大多数研究主要从个体,家庭,环境等角度进行展开,而很少从教师的角度展开对幼儿学习品质的相关研究。事实上,教师支持对幼儿学习与发展有重大影响。教师支持行为即教师通过为幼儿提供相关的支持以引起、维持和促进幼儿学习的行为。即情感、策略和材料支持。研究表明,教师的支持行为能够激起学生内部动机,增强他们的学习兴趣,激发他们的潜能,对他们的全面发展有极其重要的影响。然而现如今关于这方面的研究中,大多侧重于从中小学老师的角度进行研究,而关于幼儿教师的支持行为与幼儿学习品质发展之间的研究较少。而从情感、策略和材料支持角度对幼儿学习品质的影响的研究就更少。因此,本研究从教师支持行为这一角度出发,通过不同的实验处理,设置情感支持组、策略支持组、材料支持组和无支持组这四个实验组。以此来探讨教师支持行为对幼儿学习品质影响以及教师支持行为的不同支持方式与幼儿学习品质之间的差异。研究结果显示:1.教师支持行为能有效地促进幼儿学习品质及各维度的发展,具有一定的应用价值。2.不同的教师支持行为在幼儿学习品质的好奇心、坚持性、专注程度和想象力和创造力方面有差异。首先,教师情感支持与幼儿学习品质发展更为密切,情感支持较之策略支持、材料支持能更大程度的促进幼儿的坚持性的发展;情感支持较之策略支持能更大程度的推进想象力和创造力的发展;情感支持较之策略支持能更大程度的增强幼儿专注程度的发展;其次,策略支持较之材料支持能更大程度的激发幼儿好奇心的发展。研究启迪幼儿教师应明确支持行为对学习品质发展的作用,善用教师支持行为;依据支持行为与学习品质发展的影响,巧用教师支持行为。
[Abstract]:As we all know, the development of children's learning quality is influenced by many factors. Through the analysis of the literature, most of the studies are carried out from the perspective of individual, family, environment and so on. However, few studies on children's learning quality are carried out from the perspective of teachers. In fact, teacher support has a significant impact on young children's learning and development. Teacher support behavior is the behavior of teachers to cause, maintain and promote children's learning by providing relevant support to young children. Emotional, strategic and material support. Research shows that teachers' support behavior can stimulate students' internal motivation, enhance their interest in learning, stimulate their potential, and have an extremely important impact on their overall development. However, at present, most of the research on this aspect focuses on the perspective of primary and secondary school teachers, but there is little research on the relationship between the supporting behavior of preschool teachers and the development of young children's learning quality. However, the influence of emotion, strategy and material support on children's learning quality is less than that from the perspective of emotion, strategy and material support. Therefore, from the perspective of teacher support behavior, four experimental groups, emotional support group, strategy support group, material support group and non-support group, were set up through different experimental treatments. In order to explore the influence of teacher's support behavior on children's learning quality and the difference between different support styles of teacher's support behavior and children's learning quality. The results of the study show that: 1. Teacher support behavior can effectively promote children's learning quality and the development of various dimensions, and has a certain applied value. 2. Different teacher support behaviors differ in curiosity, persistence, concentration, imagination and creativity in children's learning quality. First of all, teachers' emotional support is more closely related to the development of children's learning quality. Compared with strategic support, material support can promote the development of children's persistence to a greater extent. Compared with strategic support, emotional support can promote the development of imagination and creativity to a greater extent, and emotional support can greatly enhance the development of children's concentration compared with strategic support. Secondly, strategy support can stimulate the development of children's curiosity to a greater extent than material support. The study enlightens preschool teachers to make clear the effect of supporting behavior on the development of learning quality, to make good use of teacher's supporting behavior, and to use teachers' supporting behavior skillfully according to the influence of supporting behavior and learning quality development.
【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】：G612

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