本文選題：幼兒園集體教學活動 + 教學行為��； 參考：《西北師范大學》2010年碩士論文

【摘要】：教學行為是幼兒園集體教學得以實施的關(guān)鍵與核心。幼兒園集體教學中的教學行為直接影響教學質(zhì)量和效果,是落實課程理念,實現(xiàn)課程改革的基本條件。然而,在教學實踐中,幼兒園教師很少會有意識地去關(guān)注自己的教學行為,表現(xiàn)出教學實踐的隨意性。鑒于此,本研究采用觀察法和訪談法對幼兒園集體教學中教學行為的現(xiàn)狀及存在的問題進行了深入分析,探討了影響教師行為的因素并提出了改善教師教學行為的策略建議。 本研究采用分層抽樣的方法,選取蘭州市城關(guān)區(qū)、永登縣的40所幼兒園中40位教師作為樣本教師,以教師在集體教學活動中的教學行為作為研究對象,并結(jié)合對60個集體教學活動的分析和對教師的隨機訪談,筆者對幼兒園集體教學中教師教學行為進行了分析和探討。 論文主要由三部分構(gòu)成: 第一部分,通過對幼兒園集體教學中教師主要教學行為,即教授知識行為、引導/要求實踐行為和評價反饋行為的數(shù)據(jù)和教學片斷分析,呈現(xiàn)了集體教學中教師教學行為現(xiàn)狀和存在問題。 第二部分簡要分析了影響教師教學行為的因素,即教師的知識觀與教學觀、教師的實踐性知識、教學能力、班級規(guī)模、教學評價制度和幼兒園文化。 第三部分在以上研究的基礎(chǔ)上提出改善教師行為的對策建議,其策略大致可從教師內(nèi)部和外部兩方面進行,內(nèi)部策略主要是教師的自我建構(gòu),包括加強自我學習和自我反思;外部策略主要是為教師提供外部支持,包括注重實踐性的教師在職培訓和高校專業(yè)人員與教師結(jié)成“研究共同體”。 本研究希望進一步豐富實踐領(lǐng)域關(guān)于教學行為的研究,同時可以讓更多的一線幼兒教師在思想上和行動上高度重視,并充分意識到自己集體教學中教學行為可能存在的問題,從而促進其不斷反思、不斷更新教育理念、不斷改善和優(yōu)化自己的教學行為,最終實現(xiàn)提高幼兒園集體教學質(zhì)量的目的。
[Abstract]:Teaching behavior is the key and core of collective teaching in kindergartens. The teaching behavior in the collective teaching of kindergarten directly affects the teaching quality and effect, and is the basic condition for carrying out the curriculum concept and realizing the curriculum reform. However, in teaching practice, kindergarten teachers seldom pay attention to their teaching behavior consciously and show the randomness of teaching practice. In view of this, the present situation and existing problems of teaching behavior in kindergarten collective teaching are deeply analyzed by means of observation method and interview method, and the factors influencing teachers' behavior are discussed and some suggestions for improving teachers' teaching behavior are put forward. This study adopts stratified sampling method, selects 40 teachers in 40 kindergartens in Chengguan District, Lanzhou City as sample teachers, and takes the teaching behavior of teachers in collective teaching activities as the research object. Combining with the analysis of 60 collective teaching activities and the random interview with teachers, the author analyzes and probes into the teaching behavior of teachers in kindergarten collective teaching. The thesis is mainly composed of three parts: the first part, through the teaching behavior of teachers in collective teaching, that is, teaching knowledge behavior, guiding / demanding practice behavior and evaluating feedback behavior data and teaching segment analysis. It presents the present situation and existing problems of teachers' teaching behavior in collective teaching. The second part briefly analyzes the factors influencing teachers' teaching behavior, that is, teachers' concept of knowledge and teaching, teachers' practical knowledge, teaching ability, class size, teaching evaluation system and kindergarten culture. The third part puts forward the countermeasures and suggestions to improve the teacher's behavior on the basis of the above research. The strategies can be carried out from the teachers' internal and external aspects. The internal strategies are mainly the teachers' self-construction, including strengthening self-learning and self-reflection; The external strategy is mainly to provide external support for teachers, including practical in-service training of teachers and the formation of a "research community" between university professionals and teachers. This study hopes to further enrich the practice of teaching behavior research, at the same time can let more front-line kindergarten teachers in the thinking and action of high attention, and fully aware of their own collective teaching behavior may exist problems. In order to promote its continuous reflection, constantly update the educational concept, constantly improve and optimize their own teaching behavior, and finally achieve the goal of improving the quality of collective teaching in kindergartens.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2010
【分類號】：G612

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