發(fā)布時(shí)間：2018-07-10 14:01

  本文選題：環(huán)境創(chuàng)設(shè) + 主題活動(dòng)　； 參考：《廣西師范大學(xué)》2009年碩士論文

【摘要】： 幼兒園環(huán)境創(chuàng)設(shè)是幼兒進(jìn)行交流的載體,是引發(fā)幼兒與他人討論和交往的平臺(tái)。通過主題環(huán)境創(chuàng)設(shè),可以讓幼兒在師生一起創(chuàng)設(shè)環(huán)境的過程中,在對(duì)環(huán)境創(chuàng)設(shè)的討論中,和成人以及同伴的真實(shí)交往中,逐漸了解人際交往的規(guī)范和技巧,進(jìn)而逐步適應(yīng)社會(huì)生活。圍繞主題,幼兒可以用他們自己的語言、作品、收集的資料、布置的過程、合作的體驗(yàn)等多種方式來表達(dá)自己的生活、感受和想法。 本研究選取桂林某幼兒園為研究對(duì)象,采用個(gè)案法,觀察法對(duì)所要研究的班級(jí)進(jìn)行跟蹤觀察和記錄,同時(shí)運(yùn)用訪談及收集文本資料等方法收集資料,對(duì)幼兒園主題活動(dòng)環(huán)境創(chuàng)設(shè)進(jìn)行理論分析。 通過對(duì)資料的整理與分析,本研究得出以下結(jié)論:首先是,幼兒園主題活動(dòng)環(huán)境創(chuàng)設(shè)存在著偏差:主題活動(dòng)環(huán)境創(chuàng)設(shè)偏重語言和藝術(shù)教育內(nèi)容;沒有注重民族文化的傳承與運(yùn)用;以教師的布置為主,幼兒的參與具有局限性;靜態(tài)環(huán)境創(chuàng)設(shè)的多,動(dòng)態(tài)環(huán)境創(chuàng)設(shè)的少;其次是,幼兒園主題活動(dòng)環(huán)境創(chuàng)設(shè)在目標(biāo)要求、色彩要求、材料要求上都有自己的要求;最后是,幼兒園主題活動(dòng)環(huán)境創(chuàng)設(shè)受到幼兒的興趣、年齡特點(diǎn)、知識(shí)經(jīng)驗(yàn)和課程資源等多個(gè)因素的影響。 結(jié)合本研究的結(jié)論,提出以下策略建議以期對(duì)做好幼兒園主題活動(dòng)環(huán)境創(chuàng)設(shè)有所幫助:1.圍繞著生成課程的內(nèi)容來源進(jìn)行主題活動(dòng)環(huán)境創(chuàng)設(shè);2.從幼兒的視角,讓幼兒參與主題活動(dòng)環(huán)境創(chuàng)設(shè);3.變靜態(tài)環(huán)境為動(dòng)態(tài)環(huán)境;4.教師創(chuàng)設(shè)的環(huán)境,不應(yīng)停留在表層,而要能使幼兒朝縱深方向發(fā)展;5.主題活動(dòng)環(huán)境創(chuàng)設(shè)的地點(diǎn)可以靈活多變;6.家園共建,擴(kuò)展幼兒園主題活動(dòng)環(huán)境創(chuàng)設(shè)的空間;7.幼兒園主題活動(dòng)環(huán)境創(chuàng)設(shè)要注意留白;8.注意利用邊緣空間進(jìn)行主題活動(dòng)環(huán)境創(chuàng)設(shè)。
[Abstract]:The creation of kindergarten environment is the carrier of children's communication and the platform for children to discuss and communicate with others. Through the creation of thematic environment, children can gradually understand the norms and skills of interpersonal communication in the process of creating environment together, in the discussion of creating environment, and in the real communication with adults and peers. And then gradually adapt to social life. Around the theme, children can express their life, feelings and ideas in their own language, works, collected information, arranged process, cooperative experience and so on. In this study, a kindergarten in Guilin was selected as the research object. The method of case study and observation was used to track and record the class to be studied, and the methods of interview and text data were used to collect the data. This paper makes a theoretical analysis on the creation of kindergarten theme activity environment. Through the collation and analysis of the data, this study draws the following conclusions: first, there are deviations in the creation of the kindergarten thematic activity environment: the creation of the thematic activity environment emphasizes the content of language and art education; Not pay attention to the inheritance and application of national culture; mainly to teachers, children's participation has limitations; static environment creation, dynamic environment creation less; secondly, the kindergarten theme activity environment creation in the goal requirements, the children's participation has the limitation; the static environment creates more, the dynamic environment creates less; secondly, the kindergarten theme activity environment creation in the goal request, Finally, the creation of kindergarten theme activity environment is influenced by many factors, such as children's interest, age characteristics, knowledge and experience, curriculum resources and so on. Combined with the conclusion of this study, the following suggestions are put forward in order to help create a good environment for kindergarten theme activities. Create a thematic activity environment around the content source of the generated curriculum. From the perspective of young children, let children participate in the creation of thematic activity environment. Change static environment to dynamic environment. The environment created by teachers should not remain on the surface, but should enable children to develop in depth. The location created by the theme activity environment can be flexible and changeable. Home construction, expansion of kindergarten theme activity environment created space. The kindergarten theme activity environment creation must pay attention to leave the white space 8. Pay attention to the use of edge space for the creation of thematic activity environment.
【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】：2009
【分類號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 陳丹;幼兒園運(yùn)用家庭資源進(jìn)行主題教育的研究[D];華東師范大學(xué);2012年

相關(guān)碩士學(xué)位論文 前2條

1 趙青;幼兒園主題活動(dòng)中生成活動(dòng)的個(gè)案研究[D];東北師范大學(xué);2011年

2 蘇艷霞;內(nèi)蒙古西部市區(qū)幼兒園物質(zhì)環(huán)境質(zhì)量的調(diào)查研究[D];內(nèi)蒙古師范大學(xué);2012年

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本文編號(hào)：2113597