2020年大班区域讲评环节优化分析论文

大班区域讲评环节优化分析论文 量化分析的结果得出：讲评的时间普遍较短，一半左右都集中在 5 分钟以下；讲评的主题以询问和提醒常规为主；讲评的内容主要以强调知识技能和规则常规为主；师幼互动类型以教师占主导地位的居多。同时观察的结果显示讲评开展的频次很低，按照界定的讲评效果标准将案例分为高效、低效两大类，具体分为高效讲评三类，低效讲评五类，共八小类。 从主观层面看讲评活动开展频次低的原因是由于教师对于各项活动时间的安排缺乏计划性、教师在区域活动过程中缺乏对幼儿的观察；客观层面看主要是由于幼儿园对大班区域讲评活动的开展重视程度不够。从主观层面看大班区域讲评中出现问题的原因主要是由于教师对区域讲评内涵理解的偏差、教师讲评的知识技能匮乏、教师观察不到位、讲评时间分配不足、忽视幼儿已有经验，提供的活动材料缺乏挑战性造成的；从客观层面看是受班级师幼比、班级常规情况这两方面的制约。最后，研究者在分析成因的基础上提出了对应的建议。 quantitative analysis of the results obtained:the duration of the mentinggenerally is in short time,about half are concentrated in five minutes or less; the maintopic.ment are to ask and remind the routine and rules;the main content ofment are to emphasize the knowledge and skills and the main routine andrules;about the type of teacher-child interaction,the teacher dominated the mentinglink in most instances.the observing of results show that the frequency of mentingis very low.in aordance with the standards which defined by the effect of mentingcase be divided into two categories of efficient and inefficient.dividing intospecific ,the efficient menting have three categories and the inefficient mentinghave five categories,total of eight categories. From a subjective perspective to analysis the reason of the low frequency ofmenting activities is that the teacher have no plan for arranging the time of areaactivities,and lack the observation for the childs performance in the process of areaactivities;Objective perspective is mainly due to the kindergarten do not pay enoughattention to the menting link of the area activity.From a subjective perspective toanalysis the problems arised in the process of menting mainly due to the teachers understanding of the menting of area activity are not aurate.Teachers lack ofknowledge and skills of menting,Teachers observation are not in place,Theallocation of menting time is insufficient,Neglecting the existing experiences ofchildren;From an objective perspective,The problems are prduced by the teacher-childratio and the conventional of class in a certain extent.Finally, on the basis of analysis ofthe reasons, the researcher put forward remendations aordingly. Key words: Senior Class of the Kindergarten Area Activity Commenting Link 摘要 ABSTRACT 目次 1 绪论 1.1 研究缘由 1.1.1 区域讲评活动开展的必要性 1.1.2 大班区域活动讲评环节存在问题 1.1.3 国内该领域理论与实践研究不足 1.2 国内外研究综述 1.2.1 国内研究现状 1.2.2 国外研究现状 1.3 核心概念界定 1.3.1 大班幼儿 1.3.2 区域活动 1.3.3 讲评环节 1.4 研究的意义 1.4.1 理论意义 1.4.2 实践意义 1.5 研究目标与研究内容 1.5.1 研究目标 1.5.2 研究内容 1.6 研究设计 1.6.1 研究样本 1.6.2 研究方法 1.6.3 资料的与分析 1.6.4 分析框架与概念的操作化 2 研究结果与分析 2.1 大班区域活动讲评现状呈现 2.1.1 基于大班区域讲评的调查问卷结果分析 2.1.2 基于大班区域活动讲评案例的数据分析 2.1.3 结果与分析 2.2 基于大班区域讲评案例的提取与分析 2.2.1 区域讲评活动的类型 2.2.2 分析与思考 2.3 大班区域讲评存在问题及原因分析 2.3.1 大班区域讲评活动开展频次低的原因分析 2.3.2 大班区域讲评