發(fā)布時(shí)間：2018-01-28 19:36

  本文關(guān)鍵詞： 集體教育活動(dòng) 幼兒教師 體態(tài)語(yǔ)　出處：《廣西師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

【摘要】： 幼兒教育是基礎(chǔ)教育的重要組成部分,它奠定了人一生的發(fā)展基礎(chǔ),而幼兒教師作為幼兒的啟蒙教師,是幼兒接受知識(shí)、獲取信息的重要影響源。幼兒感性經(jīng)驗(yàn)少,有意注意時(shí)間短的年齡特點(diǎn)決定了其在接受信息時(shí),靠教師單一的口頭言語(yǔ)教學(xué)易使幼兒疲倦,幼兒園教師在集體教育活動(dòng)中需要運(yùn)用口頭言語(yǔ)的同時(shí),不可缺少的是體態(tài)語(yǔ)的運(yùn)用。幼兒教師體態(tài)語(yǔ)的運(yùn)用是教師與幼兒進(jìn)行溝通交流和情感交流的必要手段,對(duì)于活動(dòng)的開(kāi)展、活動(dòng)的效果、幼兒和教師來(lái)說(shuō)都發(fā)揮著不可替代的作用。 本研究選擇桂林市某示范幼兒園6位幼兒教師為研究對(duì)象,采用時(shí)間取樣觀察法和實(shí)況詳錄法對(duì)幼兒教師組織35個(gè)集體教育活動(dòng)中運(yùn)用的體態(tài)語(yǔ)進(jìn)行觀察記錄,并對(duì)觀察記錄進(jìn)行量的研究和質(zhì)的研究分析,得到幼兒教師在幼兒園集體教育活動(dòng)中運(yùn)用體態(tài)語(yǔ)的真實(shí)狀態(tài)。 通過(guò)對(duì)研究資料的整理和分析,本研究得出以下結(jié)論:一、有關(guān)幼兒園集體教育活動(dòng)中教師運(yùn)用體態(tài)語(yǔ)的次數(shù)有所區(qū)別,具體體現(xiàn)在不同年齡班幼兒教師運(yùn)用體態(tài)語(yǔ)的次數(shù)有所差異;幼兒教師在五大活動(dòng)領(lǐng)域運(yùn)用體態(tài)語(yǔ)的次數(shù)有所差異;不同年齡班幼兒教師在五大活動(dòng)領(lǐng)域運(yùn)用體態(tài)語(yǔ)的次數(shù)有所差異。二、有關(guān)幼兒園集體教育活動(dòng)中教師運(yùn)用體態(tài)語(yǔ)的類型,體現(xiàn)在幼兒園集體教育活動(dòng)教師運(yùn)用體態(tài)語(yǔ)類型多樣化;幼兒園集體教育活動(dòng)各時(shí)段教師運(yùn)用體態(tài)語(yǔ)類型的情況有所區(qū)別。三、有關(guān)幼兒園集體教育活動(dòng)中教師運(yùn)用體態(tài)語(yǔ)的特點(diǎn)。研究表明,在幼兒園集體教育活動(dòng)中幼兒教師運(yùn)用的體態(tài)語(yǔ)具有功能性、情境性、豐富性、示范性、不可替代性。四、幼兒園集體教育活動(dòng)中教師運(yùn)用體態(tài)語(yǔ)的表現(xiàn)分析,幼兒教師在集體教育活動(dòng)開(kāi)始部分注重運(yùn)用表露性動(dòng)作中的眉目語(yǔ),注重運(yùn)用體態(tài)語(yǔ)實(shí)現(xiàn)對(duì)幼兒的控制,注重運(yùn)用說(shuō)明性動(dòng)作來(lái)輔助活動(dòng)的開(kāi)展。最后結(jié)合本研究的結(jié)論,對(duì)研究?jī)?nèi)容、對(duì)研究者自身進(jìn)行反思。
[Abstract]:Early childhood education is an important part of basic education, it has laid the foundation for the development of human life, and early childhood teachers, as the initial teachers of young children, is the children to receive knowledge. Access to information is an important source of influence. Young children have less perceptual experience and pay attention to the age characteristics of short time. When they receive information, they tend to be tired by the teacher's single oral language teaching. Kindergarten teachers need to use oral language at the same time in collective education activities. The use of body language is indispensable. The use of body language is a necessary means of communication and emotional communication between teachers and young children, for the development of activities, the effect of activities. Children and teachers both play an irreplaceable role. This study selected 6 kindergarten teachers in a model kindergarten in Guilin as the research object. The body language used in 35 group education activities organized by preschool teachers was observed and recorded by time sampling observation method and factual recording method, and the quantity and quality of observation records were studied and analyzed. The true state of using body language in kindergarten collective education activities is obtained. Through the collation and analysis of the research materials, this study draws the following conclusions: first, teachers' use of body language in kindergarten collective education activities is different. It is embodied in the differences in the frequency of body language used by kindergarten teachers in different age classes. The number of body language used by preschool teachers in the five fields of activity is different; The frequency of using body language in five major activity areas is different among different age class preschool teachers. Second, the types of body language used by teachers in kindergarten collective education activities. It is reflected in the diversity of body language types used by teachers in collective education activities in kindergartens. There are differences in the use of body language types among teachers in kindergarten collective education activities. Third, the characteristics of teachers' use of body language in kindergarten collective education activities. The body language used by kindergarten teachers in collective education activities is functional, situational, rich, exemplary and irreplaceable. At the beginning of the collective education activities, kindergarten teachers pay attention to the use of the eyebrow language in the expressive action and the use of body language to realize the control of the children. Focus on the use of illustrative actions to assist the development of activities. Finally, combined with the conclusions of this study, the content of the study, the researchers themselves reflect.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前6條

1 陳小英;幼兒教師教學(xué)語(yǔ)言的現(xiàn)狀、問(wèn)題與對(duì)策研究[D];蘇州大學(xué);2010年

2 李紫陽(yáng);幼兒園集體手工活動(dòng)中教師指導(dǎo)策略研究[D];南京師范大學(xué);2011年

3 孟慶玲;小學(xué)教師課堂身體語(yǔ)言運(yùn)用的問(wèn)題及對(duì)策[D];東北師范大學(xué);2011年

4 邢艷麗;體態(tài)語(yǔ)言在語(yǔ)文教學(xué)中的應(yīng)用研究[D];山東師范大學(xué);2009年

5 孫延永;集體教育活動(dòng)中幼兒參與狀況的研究[D];華中師范大學(xué);2012年

6 劉歡歡;師幼互動(dòng)過(guò)程中幼兒教師身勢(shì)語(yǔ)及其行為模式研究[D];河南大學(xué);2013年

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本文編號(hào)：1471366