本文選題：幼兒園教學(xué) + 數(shù)學(xué)集體教學(xué)活動(dòng)�。� 參考：《天津師范大學(xué)》2014年碩士論文

【摘要】：教學(xué)是課程的主要呈現(xiàn)方式,教學(xué)語言是教學(xué)行為的主要手段。在幼兒園數(shù)學(xué)集體活動(dòng)中,幼兒教師的教學(xué)語言承擔(dān)著極其重要的任務(wù)：既要促進(jìn)幼兒的思維能力,又要激發(fā)幼兒積極的情感態(tài)度；既要保證本活動(dòng)順利開展,又要激發(fā)幼兒后續(xù)學(xué)習(xí)的興趣；既要幼兒積極參與,又要維持良好的常規(guī)環(huán)境……一些幼兒教師在長期的一線工作經(jīng)驗(yàn)基礎(chǔ)上,有了自己的語言特色和教學(xué)手段,卻難以系統(tǒng)全面地介紹如何運(yùn)用教學(xué)語言才能獲得良好的教學(xué)效果。以往對(duì)教學(xué)語言的研究中,大多數(shù)研究對(duì)象為中小學(xué)教學(xué),對(duì)幼兒園教師教學(xué)語言的研究較少。在幼兒園實(shí)踐中,許多教師在中存在或多或少的教學(xué)語言問題,導(dǎo)致教學(xué)效果不理想。已有研究顯示,在數(shù)學(xué)集體活動(dòng)中,幼兒教師需要呈現(xiàn)大量的教學(xué)語言,要求教師教學(xué)語言更具邏輯性。盡管區(qū)域活動(dòng)對(duì)幼兒自主建構(gòu)起到重要作用,但集體教學(xué)是教師幫助幼兒激發(fā)、梳理、提升幼兒思維的重要方式,數(shù)學(xué)集體活動(dòng)具有不可替代的教育教學(xué)價(jià)值。從我國大多數(shù)幼兒園現(xiàn)狀看,集體活動(dòng)仍是幼兒園數(shù)學(xué)領(lǐng)域最主要的教學(xué)形式。因此,本研究以幼兒園數(shù)學(xué)集體活動(dòng)為焦點(diǎn),通過觀察和訪談,了解分析幼兒教師的教學(xué)語言現(xiàn)狀,經(jīng)過討論、比較和梳理,提出改善教學(xué)語言的相關(guān)建議。 本研究現(xiàn)場錄音和視頻的方式搜集了20個(gè)幼兒園數(shù)學(xué)集體活動(dòng)案例。其中前10個(gè)案例來自一所幼兒園的年輕教師,平均教齡一年半；另外10個(gè)案例是公認(rèn)的幼兒園優(yōu)秀活動(dòng)。將優(yōu)秀案例作為參照物,以導(dǎo)入語、結(jié)束語、講授語、問答行為、對(duì)不同回答的理答方式為基本視角,觀察幼兒園教師在日常教學(xué)活動(dòng)中存在的教學(xué)語言問題：1、導(dǎo)入語不夠簡潔,呈現(xiàn)內(nèi)容過多；2、講授語沒有運(yùn)用問題支架的方式,插入了無關(guān)內(nèi)容,輔助手段少,很少激發(fā)有意義思維傾向；3、教師提問引發(fā)的問答行為中幾乎不涉及“討論”問答,候答時(shí)間短,缺乏反審性傾聽；4、“非正確回答”背景下使用“轉(zhuǎn)問和探問”較少,啟發(fā)思維過程不充分；5、“正確回答”背景下的理答存在表揚(yáng)過多、效果不佳,忽略較多未明確反饋,校正性反饋存在無效的情況。6、結(jié)束語僅陳述活動(dòng)完成,沒有指向延展性的學(xué)習(xí),對(duì)幼兒情感態(tài)度的學(xué)習(xí)傾向調(diào)動(dòng)不足。 經(jīng)過觀察、討論和分析,得出以下結(jié)論：1、幼兒教師的教育教學(xué)觀念對(duì)教學(xué)語言有影響,一些觀念模糊導(dǎo)致教學(xué)語言存在誤區(qū)；2、幼兒教師自身口頭語言習(xí)慣與惰性會(huì)造成教學(xué)語言問題；3、其他客觀條件,如培訓(xùn)實(shí)習(xí)的匱乏單一、教學(xué)過程中的干擾因素也會(huì)對(duì)教學(xué)語言造成影響。最后,結(jié)合教學(xué)實(shí)踐提出了教學(xué)語言的相關(guān)建議：1、優(yōu)化數(shù)學(xué)集體活動(dòng)中教學(xué)語言的具體建議；2、幼兒教師開展數(shù)學(xué)教學(xué)工作的相關(guān)建議；3、幼兒園教學(xué)管理和教師培訓(xùn)方面的建議。 總之,本研究以幼兒園數(shù)學(xué)集體教學(xué)活動(dòng)的教學(xué)實(shí)踐為基礎(chǔ),對(duì)教學(xué)整個(gè)過程中教學(xué)語言進(jìn)行了具體而視角豐富的研究,最后對(duì)教學(xué)實(shí)踐中的教學(xué)語言進(jìn)步提出了切合實(shí)際的建議。
[Abstract]:Teaching is the main way of presentation, teaching language is the main means of teaching behavior. In the Kindergarten Mathematics collective activities, preschool teachers' teaching language bears an extremely important task: not only to promote children's thinking ability, but also to stimulate young children's positive emotional attitude, not only to ensure the smooth development of the activities, but also to stimulate the young. On the basis of long line work experience, some preschool teachers have their own language characteristics and teaching means, but it is difficult to systematically and comprehensively introduce how to use the teaching language to achieve good teaching effect. In the study, most of the subjects are primary and secondary school teaching, and there are few studies on the teaching language of kindergarten teachers. In the practice of kindergartens, many teachers have more or less teaching language problems, which result in the teaching effect is not ideal. The teaching language of teachers is more logical. Although regional activities play an important role in the independent construction of children, collective teaching is an important way for teachers to help children to stimulate, sort out and improve their thinking. The collective activities of mathematics have an irreplaceable educational and teaching value. From the current situation of most kindergartens in China, collective activities are still young children. The most important teaching form in the field of Kindergarten Mathematics. Therefore, this study focuses on the Kindergarten Mathematics collective activities, through observation and interview, to understand and analyze the present situation of preschool teachers' teaching language. After discussing, comparing and combing, some suggestions are put forward to improve the teaching language.
In this study, the field recordings and video were collected from 20 Kindergarten Mathematics collective activities. The first 10 cases came from a young teacher in a kindergarten with an average age of one and a half years; the other 10 cases were recognized as the excellent activities of the kindergarten. The answer way is the basic angle of view, to observe the teaching language problems of kindergarten teachers in daily teaching activities: 1, the introduction is not concise enough, and the content is too much; 2, the teaching language does not use the problem scaffold, inserts the unrelated content, the auxiliary means is few, rarely stimulates the meaningful thinking tendency; 3, teacher questions citation In the question and answer behavior, there are almost no questions and answers involved in "discussion", short response time and lack of anti hearing listening; 4, under the background of "non correct answer", the use of "inquiry and inquiry" is less, and the process of enlightening thinking is inadequate; 5, there are too many praise in the background of "correct answer", the effect is not good, and more unexplicit feedback is ignored and correction is ignored. Feedback is invalid..6, concluding remarks only indicate that the activity is completed, there is no point to the extension learning, and the learning tendency of children's emotional attitude is not enough.
After observation, discussion and analysis, the following conclusions are drawn: 1, the teaching ideas of preschool teachers have an influence on the teaching language, some of the vague ideas lead to the misunderstanding of the teaching language; 2, the oral language habits and inertia of the preschool teachers will cause the teaching language problems; 3, the objective conditions, such as the lack of single training practice, have been taught. The interference factors in the course will also affect the teaching language. Finally, the relevant suggestions for teaching language are put forward in combination with the teaching practice: 1, to optimize the concrete suggestions of the teaching language in the collective activities of mathematics; 2, the relevant suggestions for the preschool teachers to carry out the mathematics teaching work; 3, the suggestions on the management of kindergarten teaching and the training of teachers.
In a word, the study is based on the teaching practice of Kindergarten Mathematics collective teaching activities, and makes a concrete and rich perspective on the teaching language in the whole process of teaching. Finally, it puts forward practical suggestions on the progress of teaching language in the teaching practice.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G613.4

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本文編號(hào)：2082120