本文選題：轉(zhuǎn)崗教師　切入點(diǎn)：農(nóng)村幼兒教師　出處：《廣西師范大學(xué)》2014年碩士論文

【摘要】：農(nóng)村轉(zhuǎn)崗幼兒教師評(píng)價(jià)行為是指農(nóng)村轉(zhuǎn)崗幼兒教師在農(nóng)村幼兒園,通過(guò)言語(yǔ)和非言語(yǔ)的方式,對(duì)幼兒的行為表現(xiàn)及發(fā)展變化所做出的具有肯定性或者否定性的價(jià)值判斷。集體教學(xué)活動(dòng)主要是指在幼兒園教育指導(dǎo)綱要及目標(biāo)指引下,教師有目的、有計(jì)劃通過(guò)組織、引導(dǎo)幼兒共同參與特定內(nèi)容的學(xué)習(xí)的活動(dòng)過(guò)程。 本研究者以廣西桂林市的30名農(nóng)村轉(zhuǎn)崗幼兒教師為研究對(duì)象,以集體教學(xué)活動(dòng)為教育情境來(lái)進(jìn)行研究,通過(guò)實(shí)地考察,采用事件取樣觀察法對(duì)農(nóng)村轉(zhuǎn)崗幼兒教師評(píng)價(jià)行為進(jìn)行觀察記錄,記錄其評(píng)價(jià)行為的真實(shí)過(guò)程,對(duì)觀察記錄進(jìn)行分析編碼,運(yùn)用訪談的方式獲得在農(nóng)村幼兒園集體教學(xué)活動(dòng)中轉(zhuǎn)崗教師的評(píng)價(jià)行為等各種資料,進(jìn)一步了解農(nóng)村轉(zhuǎn)崗幼兒教師評(píng)價(jià)行為存在問(wèn)題的原因,最后進(jìn)行分析整理。 經(jīng)過(guò)分析整理,研究者得出以下結(jié)論。首先,研究者將農(nóng)村轉(zhuǎn)崗幼兒教師在集體教學(xué)活動(dòng)中的評(píng)價(jià)行為分為言語(yǔ)型評(píng)價(jià)行為和非言語(yǔ)型評(píng)價(jià)行為,從評(píng)價(jià)性質(zhì)、評(píng)價(jià)方式、評(píng)價(jià)主題和評(píng)價(jià)效果為切入點(diǎn),分析了當(dāng)前集體教學(xué)活動(dòng)中農(nóng)村轉(zhuǎn)崗幼兒教師評(píng)價(jià)行為的現(xiàn)狀,主要有以下幾個(gè)方面：集體教學(xué)活動(dòng)中農(nóng)村轉(zhuǎn)崗幼兒教師評(píng)價(jià)行為的言語(yǔ)型評(píng)價(jià)行為次數(shù)高于非言語(yǔ)評(píng)價(jià)行為次數(shù)；否定性評(píng)價(jià)次數(shù)高于肯定性評(píng)價(jià)次數(shù)；籠統(tǒng)評(píng)價(jià)次數(shù)高于具體評(píng)價(jià)和暗示評(píng)價(jià)次數(shù)；幼兒認(rèn)知情感方面的評(píng)價(jià)次數(shù)高于身體健康和社會(huì)性發(fā)展方面評(píng)價(jià)次數(shù)；消極評(píng)價(jià)次數(shù)高于積極評(píng)價(jià)次數(shù)。 其次,研究者從農(nóng)村轉(zhuǎn)崗幼兒教師在集體教學(xué)活動(dòng)中評(píng)價(jià)行為現(xiàn)狀來(lái)分析其存在的問(wèn)題,非言語(yǔ)型評(píng)價(jià)貧乏、單調(diào)；以言語(yǔ)型評(píng)價(jià)為主,過(guò)多注重活動(dòng)結(jié)果,忽視活動(dòng)過(guò)程；以否定性評(píng)價(jià)為主,不利于幼兒積極自我概念的發(fā)展；評(píng)價(jià)語(yǔ)言過(guò)于籠統(tǒng),缺乏針對(duì)性；評(píng)價(jià)主題單一,缺乏對(duì)幼兒身體健康及社會(huì)性發(fā)展的評(píng)價(jià)；評(píng)價(jià)效果趨向消極,缺乏激勵(lì)性。再次,研究者還分析了農(nóng)村轉(zhuǎn)崗幼兒教師評(píng)價(jià)行為主要受到其專(zhuān)業(yè)知識(shí)及素養(yǎng)、評(píng)價(jià)知識(shí)、刻板印象、評(píng)價(jià)情境等原因的影響。 最后,研究者對(duì)農(nóng)村轉(zhuǎn)崗幼兒教師提出建議和策略,引起農(nóng)村轉(zhuǎn)崗幼兒教師對(duì)幼兒的評(píng)價(jià)的重視,提高農(nóng)村轉(zhuǎn)崗幼兒教師的評(píng)價(jià)意識(shí),引導(dǎo)其評(píng)價(jià)行為走向正確的方向。
[Abstract]:The evaluation behavior of rural transferred preschool teachers refers to the rural transferred preschool teachers in rural kindergartens, through verbal and non-verbal ways, Collective teaching activities mainly refer to teachers' purposeful and planned organization under the guidance of kindergarten education guidelines and objectives. The process of guiding children to participate in the learning of specific content. This research takes 30 rural transferred preschool teachers in Guilin, Guangxi as the research object, and takes the collective teaching activities as the educational situation to carry on the research, through the field investigation, The method of event sampling and observation was used to observe and record the evaluation behavior of rural transferred preschool teachers, to record the real process of their evaluation behavior, and to analyze and code the observation records. Using the method of interview to obtain all kinds of information such as the evaluation behavior of transferred teachers in the collective teaching activities of rural kindergartens and further understand the reasons of the problems in the evaluation behavior of rural transferred preschool teachers. Finally the author analyzed and sorted out the problems. Through analysis and arrangement, the researcher draws the following conclusions. Firstly, the evaluation behavior of rural transferred preschool teachers in collective teaching activities is divided into verbal evaluation behavior and non-verbal evaluation behavior, from the nature of evaluation, evaluation methods. This paper analyzes the current situation of the evaluation behavior of the rural transferred preschool teachers in the collective teaching activities by using the evaluation theme and the evaluation effect as the starting point. There are the following aspects: the number of verbal evaluation behavior of rural transferred preschool teachers is higher than that of non-verbal evaluation behavior, the number of negative evaluation is higher than that of positive evaluation; The frequency of general evaluation was higher than that of specific evaluation and implied evaluation; the number of children's cognitive emotion evaluation was higher than that of physical health and social development; the number of negative evaluation was higher than that of positive evaluation. Secondly, the researcher analyzes the existing problems from the current situation of evaluating the behavior of rural transferred preschool teachers in collective teaching activities. The non-verbal evaluation is poor and monotonous, the verbal evaluation is mainly focused on the results of activities, and the process of activities is ignored. Negative evaluation is the main factor, which is not conducive to the development of children's positive self-concept; the evaluation language is too general and lack of pertinence; the subject of evaluation is single, and the evaluation of children's physical health and social development is lacking; the evaluation effect tends to be negative. Thirdly, the researcher also analyzed that the evaluation behavior of rural transferred preschool teachers was mainly influenced by their professional knowledge and accomplishment, evaluation knowledge, stereotype, evaluation situation and so on. Finally, the researcher puts forward suggestions and strategies to the rural transferred preschool teachers, causes the rural transferred preschool teachers to attach importance to the evaluation of young children, improves the evaluation consciousness of the rural transferred preschool teachers, and guides their evaluation behavior in the right direction.
【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】：2014
【分類(lèi)號(hào)】：G612

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