教师支持行为对幼儿学习品质影响的实验研究
[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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