摘要
我国教育局在文件中明确表明了要引导发展良好的师幼关系,形成合作探究式的师生互动。以大班幼儿为研究对象,在幼儿园中用观察法进行深入调查分析,发现大班师幼互动中存在主体地位失衡、师幼互动不平衡、大班师幼互动缺乏多样性的问题。原因在于幼儿教师缺乏师幼互动的意识,幼儿教师自身的专业素养,大班幼儿教师对活动内容的过度重视以及幼儿教师评价机制不完善、不合理。据此尝试提出以下大班师幼互动有质量提升的对策:幼儿教师应提高自身综合素养,幼儿园应重视满足幼儿的需要,重视幼儿的情感,改善教学评价方式,提高幼儿教师综合素养。
China’s Bureau of Education clearly indicated in the document to guide the development of a good teacher-child relationship, the formation of cooperative exploratory teacher-student interaction. This study takes large class children as the research object, and conducts in-depth investigation and analysis in the kindergarten with the observation method. It finds that there are problems such as imbalance of main body status, imbalance of teacher-child interaction and lack of diversity in the interaction between large class children and young children. The reason is that preschool teachers lack the awareness of teacher-child interaction, preschool teachers’ own professional quality, preschool teachers’ excessive attention to the activity content, and preschool teachers’ evaluation mechanism is not perfect and reasonable. Therefore, this study attempts to put forward the following countermeasures to improve the quality of interaction between teachers and children: preschool teachers should improve their own comprehensive quality, kindergarten should pay attention to meet the needs of children, pay attention to the feelings of children, improve teaching evaluation methods, improve the comprehensive quality of preschool teachers.
出处
《创新教育研究》
2024年第7期439-447,共9页
Creative Education Studies
