發(fā)布時間：2018-05-27 02:19

  本文選題：幼兒園 + 游戲活動��； 參考：《西南師范大學(xué)》2004年碩士論文

【摘要】： 自20世紀(jì)80年代以來，有關(guān)師生互動的研究越來越受到國內(nèi)外研究者的普遍關(guān)注，并日益成為世界性的重要課題。目前我國雖然對幼兒園師生互動有一些研究，但是實(shí)證研究還很薄弱。已有研究也主要是集中在幼兒園一日活動的研究上。幼兒在幼兒園中的活動主要包括教育活動、游戲活動和生活活動三個部分。游戲與兒童身心發(fā)展有著密切的關(guān)系。游戲的過程是孩子發(fā)展的過程，其中隱藏著重要的教育動因，內(nèi)含著教育的契機(jī)。對游戲活動中師生互動行為進(jìn)行深入、系統(tǒng)的研究，，不僅可以全面揭示其師生互動的特點(diǎn)與普遍規(guī)律，豐富心理學(xué)和教育學(xué)的有關(guān)理論，而且可以為深化幼教改革特別是促進(jìn)幼兒園游戲活動中積極師生互動的建構(gòu)提供科學(xué)依據(jù)，從而促進(jìn)兒童全面、健康的發(fā)展。 本研究在借鑒國內(nèi)外師生互動的研究成果的基礎(chǔ)上，采用文獻(xiàn)法、觀察法、訪談法對重慶市主城區(qū)幼兒園游戲活動中的師生互動行為進(jìn)行了研究，結(jié)果如下： 1．在師生互動的主體問題上，師生雙方的主體地位和主動性的發(fā)揮程度有顯著差異。教師居于更為主動和優(yōu)越的地位，而幼兒則相對被動。其中，教師在師生互動中的行為性質(zhì)和敏感性程度，直接影響幼兒在師生互動中的主體地位和主體性的發(fā)揮。 2．在師生互動的內(nèi)容上，教師發(fā)起的互動內(nèi)容以詢問為最多，要求、提醒或指令、指導(dǎo)和幫助與約束紀(jì)律次之。而在幼兒發(fā)起的互動內(nèi)容中，展示活動或活動結(jié)果最多，告白、尋求指導(dǎo)和幫助、與教師共同游戲等次之。 3．在師生互動的性質(zhì)上，師生互動發(fā)起行為以中性行為最多，積極行為次之，消極行為最少。師生互動反饋行為同樣是以中性行為最多，積極行為次之，其次為無反應(yīng)行為，消極行為最少。這表明在游戲活動特定的輕松氛圍和相對無拘無束的環(huán)境中，教師和幼兒的消極行為相對要少，但也正因?yàn)榇�，游戲活動中的中性性質(zhì)的行為尤其多，且多為一些空泛或無實(shí)際意義的互動，互動的實(shí)際效果并不理想。 本研究針對實(shí)際中存在的問題，提出了一些建設(shè)性的建議，以期更好地促進(jìn)游戲活動中師生關(guān)系的發(fā)展，從而為促進(jìn)幼兒在游戲中得到更好地發(fā)展提供一定的理論基礎(chǔ)。
[Abstract]:Since the 1980s, the research on teacher-student interaction has been paid more and more attention by researchers at home and abroad, and has become an important topic in the world. Although there are some researches on teacher-student interaction in kindergartens, the empirical research is still very weak. The existing research is also mainly focused on the study of one-day kindergarten activities. The activities of children in kindergarten mainly include three parts: educational activities, game activities and life activities. Play is closely related to children's physical and mental development. The process of play is the process of children's development, which hides the important educational motivation and contains the opportunity of education. A thorough and systematic study of teacher-student interaction in game activities can not only fully reveal the characteristics and general laws of teacher-student interaction, but also enrich the relevant theories of psychology and pedagogy. Moreover, it can provide scientific basis for deepening the reform of preschool education, especially to promote the construction of active teacher-student interaction in kindergarten games, thus promoting the all-round and healthy development of children. Based on the research results of teacher-student interaction at home and abroad, this study uses literature method, observation method and interview method to study the teacher-student interaction behavior in the game activities of kindergartens in Chongqing's main urban areas. The results are as follows: 1. On the subject of teacher-student interaction, there are significant differences in the main position and initiative between teachers and students. Teachers are more active and superior, while young children are relatively passive. Among them, the nature and sensitivity of teachers' behavior in teacher-student interaction directly affect the subjective position and subjectivity of children in teacher-student interaction. 2. In the content of teacher-student interaction, the most interactive content initiated by teachers is inquiry, requiring, reminding or instructing, instructing and assisting and restraining discipline. Among the interactive contents initiated by children, the results of activities or activities are the most, confession, guidance and help, games with teachers, etc. 3. In the nature of teacher-student interaction, neutral behavior is the most, positive behavior is the second, and negative behavior is the least. The interaction feedback behavior of teachers and students is also the most neutral behavior, the second is positive behavior, the second is non-reaction behavior, and the least is negative behavior. This suggests that teachers and young children have relatively few negative behaviors in the particular relaxed atmosphere and relatively unfettered environment of the game, but that is why the neutral nature of the game is particularly prevalent. And most of the interaction is empty or no practical significance, the actual effect of interaction is not ideal. Aiming at the problems in practice, this study puts forward some constructive suggestions in order to better promote the development of teacher-student relationship in game activities, thus providing a certain theoretical basis for the better development of children in the game.
【學(xué)位授予單位】：西南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2004
【分類號】：G613

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 史愛芬;;幼兒園親子活動主體定位、互動現(xiàn)狀及其改進(jìn)[J];內(nèi)蒙古師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2013年04期

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相關(guān)碩士學(xué)位論文 前10條

1 孔凡云;幼兒園集體教學(xué)活動中師幼互動研究[D];山東師范大學(xué);2011年

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3 錢敏;師幼互動背景下幼兒個人事務(wù)自主的研究[D];西南大學(xué);2012年

4 李鵬舉;解放兒童：幼兒園教師控制的批判性研究[D];西南大學(xué);2012年

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6 陳建林;教師介入幼兒游戲方式的研究[D];西南大學(xué);2008年

7 方建華;中班幼兒角色游戲中教師指導(dǎo)行為研究[D];南京師范大學(xué);2008年

8 吳婷婷;對一名邊緣兒童干預(yù)的個案研究[D];西南大學(xué);2010年

9 劉暢;合作學(xué)習(xí)活動中師幼互動特點(diǎn)的研究[D];東北師范大學(xué);2010年

10 張瑞紅;初中語文課堂師生互動現(xiàn)狀研究[D];山西師范大學(xué);2010年

本文編號：1939994