幼儿园艺术教学活动中教师有效教学行为研究
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摘要
艺术一直都是幼儿表达自我的重要方式,是幼儿全面和谐发展不可或缺的一个教育领域。艺术教育的终极目标应是促进儿童人格的整体和谐发展,在艺术活动中幼儿以艺术为中介,通过多种多样的艺术形式来感受环境、生活及艺术的美,并用自己喜欢的方式进行艺术表现,进而丰富幼儿的艺术世界和精神生活,形成其健康的品性,促进其和谐发展。因此艺术教育对幼儿的情感教育、审美教育和促进幼儿个性发展起着不可替代的作用。有效的幼儿园艺术教学活动就是能够促进学生学习与发展的教学活动,有效的艺术教师教学行为正是有助于达成艺术教学目标的教学行为,它统一了效果、效率、效益,将有效教学所要求的质量、时间、适合性、激励等要素整合在一起所引发出的和有效的教学行为,是有效教学的前提基础。
可见幼儿园艺术教学活动实施的有效性在很大程度上取决于在教学活动中教师的有效教学行为。本文以幼儿园艺术教学活动为研究起点,从有效教学理念的视角,在对幼儿园艺术教学活动具体分类的情境下对教师主要有效教学行为问题进行了探讨。本研究从关注幼儿、幼儿园艺术教学活动,聚焦教学活动中教师的教学行为,以提高艺术教学活动教学有效性为目的展开。
全文分为四大部分：第一章是研究概述,在这一章里主要论述了笔者选题的缘由和依据,相关研究综述,论文的实用价值和理论意义,采取的研究方法及对相关概念进行界定。第二章是现状思考,主要论述了目前幼儿园艺术教育观念的变革及艺术教学活动的趋向,并提出在观察过程中发现的目前幼儿园艺术教学活动中教师教学行为存在的六点问题。第三章在对目前幼儿园艺术教学活动进行具体分类的基础上,总结在艺术教育理念转变下的教师有效教学行为的共性特征,以有效教学的理论为研究出发点,对感知体验活动、创作表现活动、欣赏评价活动、综合游戏活动四类活动类型下的教师主要有效教学行为进行了分析和论述,并在具体教学活动分类下归纳描述分析了十种教学行为具有实践指导意义的有效性特征。第四章对两个具有典型代表性的创作表现型活动和综合游戏活动教师有效教学行为案例进行了详细的分析与描述。
本研究始于有效教学的理念,基于幼儿园艺术教学活动的实践,通过对艺术教学活动的分类,在具体分类下对教师主要有效教学行为的研究,提出有效教学行为的有效性特征,给教师具有可操作性的针对不同教学活动类型的主要教学行为范式。本研究试图对前人在此领域的研究做一些有益的补充完善和创新,希望能提供一些操作性较强的、具有共性的指导意见,对幼儿艺术教师的实践具有一定的指导意义。
Art has been an important way, which makes the preschool children expressing themselves, is an indispensable education field of children's harmonious development. The ultimate goal of art education should be to promote the overall harmonious development of personality of children, Children in art activities make art as a bridge to feel the environment, life and art and beauty by a variety of art forms, use them like way to express art, as a continuous attempt to express feelings and get experience in artistic activities, then enrich the art world and the spiritual life of children, forming the character of their health, promote their harmonious development. Hence that arts education for young children, therefore the emotional education, aesthetic education, plays an irreplaceable role for children's personality development. Kindergarten art of effective teaching has the ability to promote student learning and development of teaching activities. The effective teaching behavior of art is help to achieve the teaching objective, which unified the effectiveness, efficiency, effectiveness, and integrated the required quality, time, suitability, motivation and other factors. That arising out of the effective teaching behavior, and is the basis of effective teaching.
So, Kindergarten art teaching activities can be seen the effectiveness of the implementation depends largely on the teaching of teachers in effective teaching behavior. This paper started as the arts teaching in Kindergarten for research, though the perspective of effective teaching theory, discusses the problem of mainly effective teaching behavior by specific classification of Kindergarten art teaching activities.This research focus on early childhood, kindergarten art teaching activities, and the teaching behavior of teachers in teaching activities, to improve the effectiveness of arts education activities for the purpose of teaching started.
This paper is divided into four parts:the first chapter is the paper's origin, in this chapter, the author discusses the reason and basis for research review, the paper's practical value and theoretical significance, the methods of the document structure analysis, observation and teaching activities interviews with teachers, has been used to define the concept appropriately. The second chapter is realistic thinking, mainly discusses the current concept of Kindergarten Art Education Reform and the tendency of art teaching activities, then in the process of observation, the six existing problems of the current art of teaching Kindergarten teacher behavior has been presented. In the third chapter, based on the specific classification of Kindergarten art teaching activities, summarize the common characteristics of effective teaching behaviors under the changes of the concept of art education, and make the theory of effective teaching as starting point for research, the main effective teaching behaviors of teachers based on four types activities, there are sensory experiences activities, creative expression activities, enjoy the evaluation activities and integrated games, were analyzed and discussed, then summarized description of the effective characteristic of the 10 kinds of teaching behaviors under the specific classification of teaching activities, which is practice-oriented. In the forth chapter, there are two representative cases of effective teaching behavior, that is the performance-based activities and integrated games activities, has been analysis and description in detail.
This study, started as the concept of effective teaching, based on the Teaching of Kindergarten Art, through the specific classification of the art teaching activities, research the effective teaching behaviors of teachers, present the effectiveness characteristics of effective teaching behaviors and an operable for teachers mainly teaching behavior paradigm has been provided, which can be used in different types of teaching activities. This study attempts to do some good things to add and improve the previous research in this area, and expect to provide some operational guidance with in common, produced some guiding for the practice of art teachers of young children.
可见幼儿园艺术教学活动实施的有效性在很大程度上取决于在教学活动中教师的有效教学行为。本文以幼儿园艺术教学活动为研究起点,从有效教学理念的视角,在对幼儿园艺术教学活动具体分类的情境下对教师主要有效教学行为问题进行了探讨。本研究从关注幼儿、幼儿园艺术教学活动,聚焦教学活动中教师的教学行为,以提高艺术教学活动教学有效性为目的展开。
全文分为四大部分：第一章是研究概述,在这一章里主要论述了笔者选题的缘由和依据,相关研究综述,论文的实用价值和理论意义,采取的研究方法及对相关概念进行界定。第二章是现状思考,主要论述了目前幼儿园艺术教育观念的变革及艺术教学活动的趋向,并提出在观察过程中发现的目前幼儿园艺术教学活动中教师教学行为存在的六点问题。第三章在对目前幼儿园艺术教学活动进行具体分类的基础上,总结在艺术教育理念转变下的教师有效教学行为的共性特征,以有效教学的理论为研究出发点,对感知体验活动、创作表现活动、欣赏评价活动、综合游戏活动四类活动类型下的教师主要有效教学行为进行了分析和论述,并在具体教学活动分类下归纳描述分析了十种教学行为具有实践指导意义的有效性特征。第四章对两个具有典型代表性的创作表现型活动和综合游戏活动教师有效教学行为案例进行了详细的分析与描述。
本研究始于有效教学的理念,基于幼儿园艺术教学活动的实践,通过对艺术教学活动的分类,在具体分类下对教师主要有效教学行为的研究,提出有效教学行为的有效性特征,给教师具有可操作性的针对不同教学活动类型的主要教学行为范式。本研究试图对前人在此领域的研究做一些有益的补充完善和创新,希望能提供一些操作性较强的、具有共性的指导意见,对幼儿艺术教师的实践具有一定的指导意义。
Art has been an important way, which makes the preschool children expressing themselves, is an indispensable education field of children's harmonious development. The ultimate goal of art education should be to promote the overall harmonious development of personality of children, Children in art activities make art as a bridge to feel the environment, life and art and beauty by a variety of art forms, use them like way to express art, as a continuous attempt to express feelings and get experience in artistic activities, then enrich the art world and the spiritual life of children, forming the character of their health, promote their harmonious development. Hence that arts education for young children, therefore the emotional education, aesthetic education, plays an irreplaceable role for children's personality development. Kindergarten art of effective teaching has the ability to promote student learning and development of teaching activities. The effective teaching behavior of art is help to achieve the teaching objective, which unified the effectiveness, efficiency, effectiveness, and integrated the required quality, time, suitability, motivation and other factors. That arising out of the effective teaching behavior, and is the basis of effective teaching.
So, Kindergarten art teaching activities can be seen the effectiveness of the implementation depends largely on the teaching of teachers in effective teaching behavior. This paper started as the arts teaching in Kindergarten for research, though the perspective of effective teaching theory, discusses the problem of mainly effective teaching behavior by specific classification of Kindergarten art teaching activities.This research focus on early childhood, kindergarten art teaching activities, and the teaching behavior of teachers in teaching activities, to improve the effectiveness of arts education activities for the purpose of teaching started.
This paper is divided into four parts:the first chapter is the paper's origin, in this chapter, the author discusses the reason and basis for research review, the paper's practical value and theoretical significance, the methods of the document structure analysis, observation and teaching activities interviews with teachers, has been used to define the concept appropriately. The second chapter is realistic thinking, mainly discusses the current concept of Kindergarten Art Education Reform and the tendency of art teaching activities, then in the process of observation, the six existing problems of the current art of teaching Kindergarten teacher behavior has been presented. In the third chapter, based on the specific classification of Kindergarten art teaching activities, summarize the common characteristics of effective teaching behaviors under the changes of the concept of art education, and make the theory of effective teaching as starting point for research, the main effective teaching behaviors of teachers based on four types activities, there are sensory experiences activities, creative expression activities, enjoy the evaluation activities and integrated games, were analyzed and discussed, then summarized description of the effective characteristic of the 10 kinds of teaching behaviors under the specific classification of teaching activities, which is practice-oriented. In the forth chapter, there are two representative cases of effective teaching behavior, that is the performance-based activities and integrated games activities, has been analysis and description in detail.
This study, started as the concept of effective teaching, based on the Teaching of Kindergarten Art, through the specific classification of the art teaching activities, research the effective teaching behaviors of teachers, present the effectiveness characteristics of effective teaching behaviors and an operable for teachers mainly teaching behavior paradigm has been provided, which can be used in different types of teaching activities. This study attempts to do some good things to add and improve the previous research in this area, and expect to provide some operational guidance with in common, produced some guiding for the practice of art teachers of young children.
引文
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②陈晓端等著有效教学理念与实践陕西师范大学出版社2007
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⑤龙路英幼儿园有效教学的几点思考学前课程研究200710
⑥王黎敏幼儿园有效教学的问题及其解决途径课程与教学2006第4期
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