教师指导小班幼儿积木游戏存在的问题及对策研究(硕士)

教师指导小班幼儿积木游戏存在的问题及对策研究(硕士)(论文35000字)
摘要积木具有独特的教育价值，是幼儿的基本学习材料之一。积木游戏也成为幼儿园必不可少的一项活动。本研究围绕“教师指导积木游戏的现状怎么样，存在什么样的问题，有哪些影响因素以及有什么改进方法”的思路来展开研究。
本研究主要采用观察和访谈的研究方法，对两所幼儿园中的4个小班幼儿和4位带班教师进行了为期两个月的调研，并对教师指导行为进行了详细记录。正文包括以下四个部分：
第一部分：教师指导小班幼儿积木游戏的现状。这部分主要采用观察和访谈的方法，对教师开展积木游戏的时间、频率、指导的内容、指导的方式、介入指导的次数与方式、指导的效果以及游戏结束后的评价等现状进行了调查。
第二部分：教师指导小班幼儿积木游戏存在的问题。在对第一部分的现状调查进行整理、分析以后，总结出教师指导存在的问题有：开展游戏时间较少、缺乏对规则的指导、过于指导搭建技能，异化积木游戏、忽视指导的隐性价值、以动作方式隐形控制建构过程、语言干扰幼儿游戏、包办和放任严重、介入时机不当，中断活动、缺乏有效指导、缺乏评价环节、评价重结果轻过程、评价主体单一。
第三部分：教师指导小班幼儿积木游戏存在问题的原因分析。在对收集的观察记录和访谈记录进行深入分析以后，究其问题的原因主要是：教师的观念落后和能力不足、幼儿园的缺乏重视以及小班幼儿独特的游戏发展特点。
第四部分：对教师指导小班幼儿积木游戏提出建议。主要包括：第一，教师方面：提高理论修养，积累实践经验；注重对幼儿的观察，提升观察能力；激发幼儿兴趣，丰富幼儿的生活经验；掌握幼儿游戏状态，选择适宜时机介入游戏；依据幼儿年龄特点，提供适宜的指导方式；尊重幼儿，保持耐心；重视游戏分享环节，促进游戏价值的实现。第二，幼儿园方面：开展研讨会；在有条件的情况下邀请专家来园指导，或轮流让教师外出参加培训。
关键词：小班幼儿结构游戏积木游戏教师指导
ABSTRACTII The building block has a unique educational value, which is one of the basic learning materials for children. The game of building blocks has also become an essential activity in the kindergarten. This research focuses on the following aspects: how does the teacher guide the game of building blocks, what kinds of problems exist, what are the influencing factors and what ways to improve it?
This research mainly used the methods of observation and interview, the 4 small children in two kindergartens and 4 class teachers conducted a survey for a period of two months, and the guiding behaviors of teachers in detail records. The text includes the following four parts:
Part one: the present situation of teachers' guiding small class children's building blocks. This part mainly adopts the method of observation and interview to investigate the time, frequency, content, way of guidance, the number and way of intervention, the effect of guidance, and the evaluation after the game.
The second part: the problem of teacher guiding small class children's building block game. After the investigation on the current situation of the first part of the collation, analysis, summed up the teachers' guidance problems are: to carry out the game time is less, the lack of the guidance of the rules, build too guiding skills, games, guiding the alienation of the implicit value, action mode of implicit shape control of construction process, children's games, and any language interference let is serious, improper timing of intervention, interrupt activities, lack of effective guidance and lack of evaluation, evaluation results, evaluation of the main single light.
The third part: the analysis of the reasons for the problem of teachers' guiding small class children's games. After in-depth analysis of collected observation records and interview records, the main reasons are: Teachers' backward concept and ability, lack of attention in kindergartens, and the unique game development characteristics of children in small classes.
The fourth part: suggestions for teachers to guide small class children's building blocks. Mainly includes: first, teachers: improve the theoretical accomplishment, and accumulated experience; focus on the observation of children, enhance the ability of observation; to stimulate children's interest, enrich their life experience; children master the game state, choose appropriate time to intervene in the game; based on the age characteristics of children, to provide appropriate guidance; respect for children, patience pay attention to the game; sharing links, promote the realization of the value of the game. Second, kindergarten: to carry out seminars; to invite experts to guide the garden under conditions of conditions, or to take turns for teachers to go out for training.
目次

摘要I    III
ABSTRACTII    III
目次
1 绪论    III
1.1问题的提出    III
1.2相关概念界定    III
1.3关于幼儿积木游戏中教师指导的相关研究    III
1.3.1关于游戏中教师角色的研究    III
1.3.2关于游戏中教师指导作用的研究    III
1.3.3关于游戏中教师介入时机的研究    III
1.3.4关于游戏中教师指导内容、介入方式和指导方式的研究    III
1.3.5关于积木游戏中教师指导现状的研究    III
1.4研究设计    III
1.4.1研究目的    III
1.4.2研究意义    IV
1.4.3研究内容    IV
1.4.4研究方法    IV
2.小班幼儿积木游戏中教师指导存在的问题    IV
2.1开展游戏时间较少    IV
2.2指导内容：缺乏对规则的指导，过于指导搭建技能，忽视指导的隐性价值    IV
2.3指导方式：以动作方式控制游戏过程，语言干扰幼儿，包办和放任严重    IV
2.4介入指导：介入时机不当    IV
2.5指导效果：缺乏有效指导    IV
2.6游戏评价：缺乏评价环节，重结果、轻过程，评价主体单一    IV
3.影响教师指导小班幼儿积木游戏的原因    IV
3.1教师自身的因素    IV
3.1.1观念    IV
3.1.2能力    V
3.2.幼儿园的因素    V
3.2.1缺乏重视    V
3.2.2提供较少学习机会    V
3.3小班幼儿游戏发展特点的因素    V
4.建议    V
4.1教师方面    V
4.2幼儿园方面    V
参考文献    V
附录    V
致谢    V