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摘要：教师在幼儿游戏的过程中适宜的介入，有利于游戏功能的提升。而适宜的介入游戏，首先必须是恰当的时机，因此在幼儿游戏的过程中，教师介入时机的准确把握成为整个游戏活动介入过程中的关键环节。本研究主要采用了观察法，对鹿邑县J幼儿园大班教师介入时机、方式、方法、效果进行了观察。以大班幼儿游戏活动为中心，分析对教师介入幼儿游戏行为的基本现状进行了描述和分析，并发现教师介入时机不当、教师介入方式多以垂直式介入为主、教师介入方法缺少鼓励和引导等问题，从把握适当的介入时机、教师介入方式的适宜化、选择适当的介入方法、提高幼儿教师素质等方面提出建议。36800
- 上一篇：幼小衔接班拼音读写活动开展问题及对策
- 下一篇：幼儿园校车接送问题分析及优化策略
毕业论文关键词：大班游戏；教师介入；介入行为
The Analysis and Suggestions of Teachers’s Interventior Behavior’s in Large-class Game Activities
Abstract: Teachers’ appropriate intervention in the process of children's games is conducive to enhance the function of the game.And the suitable intervention in the game, first of all, must be at the proper time. Therefore, in the process of children's games, seizing the opportunity to intervene accurately becomes the key link of the whole process of involvement in the game.This research mainly adopted observation method. And, the opportunity, pattern, method and result of the teachers’ intervention in the top class of J kindergarten in Luyi County were observed. This paper puts game activities of the children in the top class in a kindergarten as the center, describes and analyzes the basic situation of the behavior of teachers' involvement in children's play, and found some problems, such as, the teachers’ involvement in improper time, the vertical intervention-the main way in teachers' intervention mode, the absence of encourage and guidance in the teacher intervention methods and so on. The author makes suggestions in many aspects, namely, mastering right opportunity to intervene, adopting appropriate way to intervene, improving the quality of preschool teachers and so on.
Keywords: Large-class Game; teachers' intervention; intervention behaviors
目 录
摘要 1
关键词 1
Abstract 1
一、游戏活动和教师介入行为概述 2
（一）游戏活动界定 2
（二）游戏中教师介入行为的概述 2
二、大班游戏活动中教师介入行为存在问题及成因分析 3
（一）教师介入时机不当 3
（二）教师介入方式多以垂直式介入为主 3
（三）教师介入方法缺少鼓励和引导 4
（四）教师介入效果不好 5
三、改善大班教师游戏活动介入行为的建议 5
（一）把握适当的介入时机 5
（二）教师介入方式的适宜化 6
（三）选择适当的介入方法 6
（四）提高幼儿教师素质 7
参考文献 8
附录 9
致谢 10
大班游戏活动中教师的介入行为分析与建议
游戏活动是在幼儿园教育中的基本活动，在游戏的过程中，幼儿又离不开教师的指导。而教师指导游戏就需要介入到游戏中去，介入就是为了幼儿能正常或者更好的继续游戏，因此，教师不应该盲目介入幼儿游戏，而是如何介入幼儿游戏，以何种方式、方法介入，介入到什么程度，都需要观察、记录，进行总结。[1]因此，本研究以大班游戏活动中教师介入行为为研究对象，针对发现的问题提出建议，以促进幼儿更好的游戏中去，才能推进幼儿更好的去游戏，提升幼儿对游戏的兴趣，促进幼儿发展多方面的能力。