摘 要：《幼儿园教育指导纲要(试行)》将教师的角色定位成幼儿学习的支持者、合作者、引导者。有效的师幼互动不仅对幼儿的发展具有重要影响，而且对教育效果具有直接作用。正确而深入地认识师幼互动对幼儿发展的教育价值，充分挖掘其教育潜力，提高互动质量来建构有效的师幼互动是当前幼教改革应着力解决的问题。本文利用文献法、访谈法、观察法，在自然状况下通过搜集相关数据和案例，对幼儿园集体教学中师幼互动的互动主体、互动内容、互动方式和互动结果四个方面的进行调查，分析师幼互动存在的问题，并尝试提出切实可行的策略来促进有效的师幼互动，以提高师幼互动的质量。62722

毕业论文关键词：幼儿园，集体教学，师幼互动

Abstract:Guideline and Kindergarten Education Program Guidelines (for Trial Implementation) mentions that the teacher should play the role in supporters, partners and guide to children. Effective interaction between teachers and children not only has an important influence on the development of children, but also has direct influence on the effect of education.What the current preschool education reform should focus on to solve the problem is making the correct and in-depth understanding of the educational value of the interaction between teachers and children on the development of children and fully tapping its educational potential to improve the quality of the interaction between teachers and children.In the natural condition,the article does the research on the main body,the content,the manner and the result of the interaction between teachers and children in collective teaching by collecting relevant data and cases in the literature method, interview method and observation method to analyst the problem of the interaction between teachers and children and try to put forward feasible strategies to promote the effective interaction between teachers and children in order to improve the quality of the interaction between teachers and children.

Key words: kindergarten, preschool teachers, collective teaching,interaction between teachers and children

1  前言 3

2  幼儿园集体教学中的师幼互动的内涵和意义3

2.1  师幼互动的内涵 3

2.2  师幼互动的意义 3

3  幼儿园集体教学中师幼互动现状的调查 3

3.1  幼儿园师幼互动现状调查方法 4

3.2  幼儿园集体教学中师幼互动的现状分析4

3.3  幼儿园集体教学中师幼互动问题存在的原因7

4  幼儿园集体教学中有效师幼互动的策略 8

4.1  调整角色定位，发挥幼儿的主体作用 8

4.2  营造轻松愉快的互动氛围，注重师幼间情感的交流 8

4.3  建立多元化的互动方式9

结论  10

参考文献11

附录  12

1  前言

随着《幼儿园教育指导纲要》和学前教育改革的不断深入，国内外学者对师幼互动的模式都开展了一系列有益的调查研究，笔者查阅相关文献，调查研究发现，国外学者更加注重从宏观上对师幼互动的静态表征即师幼关系的研究，而国内学者则注重从微观上对师幼互动的动态过程进行研究。但是就特定的教学情境中建构积极有效的师幼互动模式的研究，却非常少。有效的师幼互动对幼儿的发展具有潜移默化的影响，幼儿教师应适时转变角色，学会与幼儿积极对话、合作、共同学习和玩耍，与他们一同“绘制美好的蓝图”并引导其走向成功。为了将科学教育观落实到具体的教育教学行为中，使师幼互动不流于形式，笔者设计了此次研究，立足于集体教学中建立有效的师幼互动，利用在幼儿园实习的机会，在自然状况下对幼儿园集体教学中师幼互动进行调查研究，尝试提出切实可行的策略提高师幼互动的质量。