大班區(qū)域講評(píng)環(huán)節(jié)優(yōu)化分析論文
摘要：本研究主要以大班區(qū)域活動(dòng)講評(píng)環(huán)節(jié)的開(kāi)展為切入點(diǎn)，在自然觀(guān)察的狀態(tài)下收集區(qū)域講評(píng)的案例。對(duì)收集到的案例按照講評(píng)的持續(xù)時(shí)間、講評(píng)的主題、講評(píng)的內(nèi)容以及講評(píng)中的師幼互動(dòng)類(lèi)型四個(gè)維度進(jìn)行量化分析。根據(jù)講評(píng)中教師和幼兒的具體表現(xiàn)，界定了講評(píng)效果屬于高效還是低效的可操作化標(biāo)準(zhǔn)，并結(jié)合收集到的案例進(jìn)行分類(lèi)呈現(xiàn)并深入分析。從而了解大班區(qū)域講評(píng)活動(dòng)的現(xiàn)狀，揭示大班區(qū)域講評(píng)環(huán)節(jié)存在的問(wèn)題，探究出現(xiàn)問(wèn)題的原因，提出相應(yīng)的教育建議。
量化分析的結(jié)果得出：講評(píng)的時(shí)間普遍較短，一半左右都集中在 5 分鐘以下；講評(píng)的主題以詢(xún)問(wèn)和提醒常規(guī)為主；講評(píng)的內(nèi)容主要以強(qiáng)調(diào)知識(shí)技能和規(guī)則常規(guī)為主；師幼互動(dòng)類(lèi)型以教師占主導(dǎo)地位的居多。同時(shí)觀(guān)察的結(jié)果顯示講評(píng)開(kāi)展的頻次很低，按照界定的講評(píng)效果標(biāo)準(zhǔn)將案例分為高效、低效兩大類(lèi)，具體分為高效講評(píng)三類(lèi)，低效講評(píng)五類(lèi)，共八小類(lèi)。
從主觀(guān)層面看講評(píng)活動(dòng)開(kāi)展頻次低的.原因是由于教師對(duì)于各項(xiàng)活動(dòng)時(shí)間的安排缺乏計(jì)劃性、教師在區(qū)域活動(dòng)過(guò)程中缺乏對(duì)幼兒的觀(guān)察；客觀(guān)層面看主要是由于幼兒園對(duì)大班區(qū)域講評(píng)活動(dòng)的開(kāi)展重視程度不夠。從主觀(guān)層面看大班區(qū)域講評(píng)中出現(xiàn)問(wèn)題的原因主要是由于教師對(duì)區(qū)域講評(píng)內(nèi)涵理解的偏差、教師講評(píng)的知識(shí)技能匱乏、教師觀(guān)察不到位、講評(píng)時(shí)間分配不足、忽視幼兒已有經(jīng)驗(yàn)，提供的活動(dòng)材料缺乏挑戰(zhàn)性造成的；從客觀(guān)層面看是受班級(jí)師幼比、班級(jí)常規(guī)情況這兩方面的制約。最后，研究者在分析成因的基礎(chǔ)上提出了對(duì)應(yīng)的建議。
關(guān)鍵詞：大班 區(qū)域活動(dòng) 講評(píng)環(huán)節(jié)
Abstract: The study mainly make the commenting link of area activity in thesenior class of the kindergarten as a starting point. Collecting the commenting cases ofarea activity in the state of nature observation. From the duration,subject, content andthe types of teacher-child interaction to quantify.Depending on the performance ofteachers and children in the comment,Researcher defined the operational standards ofcommenting results are efficient or inefficient, Combined with the collected cases toclassify and presented and make a deep analysis. To understand the current situation ofcommenting activity in the senior class of the kindergarten and to reveal problems ofthe senior class of the kindergarten and to explore the reasons for the problem andpropose appropriate education proposals.
Quantitative analysis of the results obtained:The duration of the commentinggenerally is in short time,about half are concentrated in five minutes or less; The maintohttps://p.9136.com/1wment are to ask and remind the routine and rules;The main content ofcomment are to emphasize the knowledge and skills and the main routine andrules;About the type of Teacher-child interaction,the teacher dominated the commentinglink in most instances.The observing of results show that the frequency of commentingis very low.In accordance with the standards which defined by the effect of commentingcase be divided into two categories of efficient and inefficient.Dividing intospecific ,The efficient commenting have three categories and the inefficient commentinghave five categories,Total of eight categories.
From a subjective perspective to analysis the reason of the low frequency ofcommenting activities is that the teacher have no plan for arranging the time of areaactivities,and lack the observation for the child's performance in the process of areaactivities;Objective perspective is mainly due to the kindergarten do not pay enoughattention to the commenting link of the area activity.From a subjective perspective toanalysis the problems arised in the process of commenting mainly due to the teachers'
understanding of the commenting of area activity are not accurate.Teachers lack ofknowledge and skills of commenting,Teachers' observation are not in place,Theallocation of commenting time is insufficient,Neglecting the existing experiences ofchildren;From an objective perspective,The problems are prduced by the teacher-childratio and the conventional of class in a certain extent.Finally, on the basis of analysis ofthe reasons, the researcher put forward recommendations accordingly.
Key words: Senior Class of the Kindergarten Area Activity Commenting Link
目 次
摘要
ABSTRACT
目次
1 緒論
1.1 研究緣由
1.1.1 區(qū)域講評(píng)活動(dòng)開(kāi)展的必要性
1.1.2 大班區(qū)域活動(dòng)講評(píng)環(huán)節(jié)存在問(wèn)題
1.1.3 國(guó)內(nèi)該領(lǐng)域理論與實(shí)踐研究不足
1.2 國(guó)內(nèi)外研究綜述
1.2.1 國(guó)內(nèi)研究現(xiàn)狀
1.2.2 國(guó)外研究現(xiàn)狀
1.3 核心概念界定
1.3.1 大班幼兒
1.3.2 區(qū)域活動(dòng)
1.3.3 講評(píng)環(huán)節(jié)
1.4 研究的意義
1.4.1 理論意義
1.4.2 實(shí)踐意義
1.5 研究目標(biāo)與研究?jī)?nèi)容
1.5.1 研究目標(biāo)
1.5.2 研究?jī)?nèi)容
1.6 研究設(shè)計(jì)
1.6.1 研究樣本
1.6.2 研究方法
1.6.3 資料的整理與分析
1.6.4 分析框架與概念的操作化
2 研究結(jié)果與分析
2.1 大班區(qū)域活動(dòng)講評(píng)現(xiàn)狀呈現(xiàn)
2.1.1 基于大班區(qū)域講評(píng)的調(diào)查問(wèn)卷結(jié)果分析
2.1.2 基于大班區(qū)域活動(dòng)講評(píng)案例的數(shù)據(jù)分析
2.1.3 結(jié)果與分析
2.2 基于大班區(qū)域講評(píng)案例的提取與分析
2.2.1 區(qū)域講評(píng)活動(dòng)的類(lèi)型
2.2.2 分析與思考
2.3 大班區(qū)域講評(píng)存在問(wèn)題及原因分析
2.3.1 大班區(qū)域講評(píng)活動(dòng)開(kāi)展頻次低的原因分析
2.3.2 大班區(qū)域講評(píng)過(guò)程中出現(xiàn)問(wèn)題原因分析
3 討論與建議
3.1 討論
3.1.1 為什么要講評(píng)
3.1.2 誰(shuí)來(lái)講評(píng)
3.1.3 講評(píng)什么
3.1.4 怎樣講評(píng)
3.2 建議
3.2.1 幼兒園應(yīng)重視教師的講評(píng)能力培養(yǎng)
3.2.2 教師要不斷進(jìn)取，提升自己的講評(píng)能力
反思
參考文獻(xiàn)
致 謝
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