[1]丁利芳,马娟,茅敏敏.幼儿园自由游戏分享活动中师幼互动的研究——CLASS课堂评分系统的视角[J].成都师范学院学报,2019,35(7):41-46.[doi:10.3969/j.issn.2095-5642.2019.07.041]
 DING Lifang,MA Juan,MAO Minmin.Teacher-children Interaction in Kindergarten Free Game Sharing Activities: A Perspective of CLASS[J].Journal of Chengdu Normal University,2019,35(7):41-46.[doi:10.3969/j.issn.2095-5642.2019.07.041]
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幼儿园自由游戏分享活动中师幼互动的研究——CLASS课堂评分系统的视角()
分享到:

成都师范学院学报[ISSN:2095-5642/CN:51-1748/G4]

卷:
第35卷
期数:
2019年第7期
页码:
41-46
栏目:
出版日期:
2019-07-29

文章信息/Info

Title:
Teacher-children Interaction in Kindergarten Free Game Sharing Activities: A Perspective of CLASS
文章编号:
2095-5642(2019)07-0041-06
作者:
丁利芳马娟茅敏敏
山东英才学院 学前教育学院
Author(s):
DING Lifang MA Juan MAO Minmin
School of Early Childhood Education, Shandong Yingcai University
关键词:
自由游戏游戏分享师幼互动
Keywords:
free games game sharing teacherchildren interaction
分类号:
G613.7
DOI:
10.3969/j.issn.2095-5642.2019.07.041
文献标志码:
A
摘要:
师幼互动,作为影响学前教育质量的过程性因素在一定程度上影响着幼儿的认知发展。随着科学儿童观的建立,游戏分享活动成为促进幼儿游戏水平发展的重要生长点。从CLASS课堂评分系统的视角出发,发现教师自由游戏分享活动中师幼互动教学支持适宜性不强,教学指导形式单一,教师对幼儿需求不敏感。根据这些问题提出教师在组织游戏分享时应提供丰富语言支持并与幼儿现实生活相联系,以便实现游戏分享的教学意义,此外还应保留或还原游戏场景,保障教育指导形式的多样性以及掌握幼儿的最近发展区,提高教师指导适宜性。
Abstract:
The teacherchildren interaction, as a procedural factor affecting the quality of preschool education, affects children’s cognitive development. With the establishment of scientific views on children, game sharing activities become an important growth point to promote the development of children’s game level. From the perspective of CLASS(Classroom Assessment Scoring System), it is found that teachers’ support in free game sharing activities is not suitable enough, the form of teaching guidance is single, and teachers are not sensitive to children’s needs. Due to these problems, in organizing game sharing, the interaction should provide a rich language support and be associated with children’s real life, in order to achieve the teaching significance of game sharing. Moreover, it is necessary to retain or restore a game scene to guarantee the diversity of education guidance, grasp the area of children’s proximal development, and improve the suitability of teachers’ guidance.

参考文献/References:

[1]赵阳.教育评价指标体系研究[D].开封:河南大学,2012:17-18.

[2]邱学青.自主性游戏讲评的研究[J].幼儿教育.2008(11):25-29.

[3]汪天水.幼儿园自由游戏分享的教育功能研究[D].上海:华东师范大学,2011:15-21.

[4]黄进.游戏的分享[J].幼儿教育,2004(9):13-17.

[5]周欣.试论教师在游戏中的作用[J].学前教育研究,1990(4):26-30.

[6]MERRITT E, WANLESS S, RIMM-KAUFMAN S, CAMERON, et al. The contribution of teachers’ emotional support to children’s social behaviors and self-regulatory skills in first grade[J]. School Psychology Review, 2012(2):141-159.

[7]HAMRE B K, HATFIELD B E, JAMIL F, et al. Evidence for general and domain specific elements of teacher-child interactions: associations with preschool children’s development[J]. Child Development Journal,2012(4):133-160.

备注/Memo

备注/Memo:

基金项目:2016年国家社会科学基金项目“基于多模态信息技术的留守儿童发展评估和教育促进研究”(BHA160085)

作者简介:丁利芳(1990—),女,河南焦作人,讲师,硕士研究生,研究方向:学前教育基本理论、学前教师教育;

     马 娟(1989—),女,安徽阜阳人,讲师,硕士研究生,主要研究方向:学前教育、学前创造教育;

     茅敏敏(1996—),女,浙江杭州人,本科,研究方向:学前教育。

更新日期/Last Update: 2019-07-29