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黄梦婉 《中国科教创新导刊》2011,(19):116-116
幼儿园通常采用创设游戏情境的方式来培养学生的亲社会行为,但是教师往往只注重游戏的目的而忽视幼儿的参与性。通过对幼儿游戏情境外在性参与和内在性参与两种不同程度的参与形式进行分析,我们认为幼儿游戏情境的内在性参与更能促进幼儿亲社会行为的形成,幼儿园教师在游戏过程中应引导幼儿从外在性参与过渡到内在性参与。 相似文献
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赵慧 《开封教育学院学报》2016,(4):218-219
情境故事性观察评价是指建立在真实情境中观察幼儿,对其行为表现以故事形式进行评价。将情境故事运用到幼儿园观察评价中,为幼儿园观察评价性研究提供新的视角,对丰富幼儿评价理论有积极的作用;同时,新的评价方式以其全面性、客观性、准确性而彰显实践价值,值得推广。 相似文献
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<正>观察行为是幼儿园教师在真实的教育环境中收集与幼儿相关的各种信息并做出反应的一系列显性活动。记录和分析教师的观察行为是提高教师观察能力、提高教师专业素养的重要途径。在幼儿的生活活动中，教师对幼儿的观察，可以更好地了解幼儿，更好地教育幼儿。观察可以促进幼儿的成长。在幼儿的生活活动中，教师通过观察，可以全面了解幼儿的需求，大致了解幼儿的个体情况。这样教师就可以针对幼儿的差异制订有效的教学方法。但在我国目前的学前教育中，教师对幼儿的观察不够，严重影响了幼儿的成长发育。因此教师需要有目的、有计划地观察幼儿的行为，客观地解释和分析其行为，进一步分析并优化幼儿教育。 相似文献
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在今天的幼儿园里,教师对新理论、新观念的理解不同,具体表现出来的教育行为也有差异.本文试图通过某些幼儿园的实际情境,以对比的方式向大家呈现教师对幼儿行为回应以及我们对这些回应的思考. 相似文献
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幼儿园情境体能教学将情境教学理论与幼儿体能训练相结合,倡导有目的地创设相应情境,组织幼儿锻炼体能。教师可参考《3~6岁儿童学习与发展指南》,依据幼儿发展现状和幼儿园实际,确定体能教学活动目标,创设相应情境,科学设计教学活动,合理使用器械。教师应以情境创设为主线,以身体练习为主要方式,以幼儿体能发展为主要目标,同时重视幼儿学习品质的培养,强调人文化与科学化,从而有效促进幼儿体能发展。 相似文献
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角色游戏是幼儿在幼儿园一种非常重要的游戏形式,强调幼儿在模拟的社会情境中模仿各种社会角色,体验各种社会角色的语言和行为,发展人与人之间的交往、沟通、协商、合作、问题解决等多种社会性技能。如何在幼儿园更好地开展角色游戏,发挥其应有的功能,有效促进幼儿的社会性发展。教师想通过工作中的几个观察案例,来诠释自己对如何进行有效的角色游戏的观察与指导的思考。 相似文献
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《陕西教育学院学报》2017,(5):84-88
社会认知心理学家阿尔伯特·班杜拉提出三元交互决定论,认为个体、环境、行为三者之间互为因果,每两者之间都具有双向的互动和决定关系。幼儿园新教师入职过程是教师个人、幼儿园环境以及教师行为之间相互作用相互影响的过程。本文试图以三元交互决定论为理论基础,来探讨幼儿园新教师职业适应问题,并从教师个体认知、幼儿园环境以及教师个体行为三个方面分别作了阐述,以期对幼儿园新教师职业适应问题有所启示。 相似文献
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高伟 《阜阳师范学院学报(社会科学版)》2011,(1):143-145
幼儿园品德教育不但对幼儿个体一生品德的发展有重要影响,而且对全社会的幼儿德育具有示范、引领、辐射的重要作用。然而,通过对3所幼儿园的教师德育活动和对幼儿品德行为的追踪观察,对样本幼儿家长的调查,以及相关文献资料的研究和分析,发现教师德育场合过分集中于课堂、德育方式过分集中于说教、德育花费时间太少、德育工作必要的环节缺失、德育过程中缺乏针对性等问题,是制约当前我国幼儿园德育成效的重要原因,使幼儿园德育普遍存在低效性现象。为此,必须改革幼儿园品德教育模式,以提高幼儿园德育的实效性。 相似文献
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幼儿园活动中,体育活动是老师较难把控的,一方面空间范围扩大,幼儿随意自由,另一方面,幼儿年龄小,自我保护意识差,安全隐患较大。如果为了活动的顺利和安全,教师一味强调规则,甚至压制幼儿,那么幼儿在束缚中将无法得到快乐和发展。游戏情境是游戏过程中创设的情节和环境,引起幼儿对活动的兴趣,激发幼儿向未知领域不断探索的教学策略,利用游戏情境是有效开展幼儿园体育活动的方法之一。 相似文献
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幼儿园环境作为幼儿教育的组成部分,对促进幼儿的全面发展具有重要作用.但是当前幼儿园环境创设中存在着诸多问题.本文在对存在这些问题的原因进行分析的基础上,提出了在幼儿园环境创设中协调好物质环境创设和精神环境创设的关系、应创设有利于幼儿多种感官参与互动的幼儿园环境、在幼儿园环境创设中注重培养幼儿的主体性以及加强幼儿园教师环保培训,提高其专业化水平等策略,以期能够对幼儿园创设高质量的环境提供有益借鉴. 相似文献
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刘洪岩 《齐齐哈尔师范高等专科学校学报》2011,(3):32-33
在现代社会中,幼儿园环境创设能力的培养是一个实际而又现实的课题。而幼儿园环境创设能力的形成,是建立在知识、技能、实践上的全面发展。当它成为一种职业技能时,不仅同幼儿园环境布置的实践相结合,而且应建立科学的幼儿园环境创设教学体系以及学前教育人才培养机制。 相似文献
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Robin B. Howse Susan D. Calkins Arthur D. Anastopoulos Susan P. Keane Terri L. Shelton 《Early education and development》2003,14(1):101-120
The present study sought to examine whether preschool children's emotion regulation, problem behaviors, and kindergarten behavioral self-regulation in the classroom were predictors of kindergarten achievement scores. The children (N = 122, 47% male and 63% European American) who were participating in an ongoing longitudinal study, were seen at both a preschool and kindergarten assessment. The present study examined the relation between parent report, teacher report, and laboratory measures of regulation and children's achievement test scores. Children's emotion regulation and behavioral self-regulation in the classroom were related to all measures of achievement. The relation between preschool emotion regulation and kindergarten achievement was mediated by behavioral self-regulation in the kindergarten classroom. In addition, all measures of regulation were correlated, suggesting that some children who have difficulty regulating their behavior in one setting (such as home) may also have difficulty with regulation in other settings (such as school). 相似文献
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THEODORE ABRAMSON 《Journal of Educational Measurement》1969,6(4):241-246
This investigation examined the effect of the race of both the subjects (Ss) and examiners (Es) on the 5's performance on an individually administered vocabulary test. The tests administered by two white and two Negro Es to 88 and 113 white and Negro first-grade and kindergarten Ss, respectively, in an integrated urban school found a small but statistically significant interaction of E's race and S's race on test performance for the first-grade but not for the kindergarten. These findings are limited to young children who were in an urban school setting for at least five months and who were given an encoding type task by an adult whom they had usually seen at least once a day in their school environment. 相似文献
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Research Findings: Recent research and teacher reports have highlighted the importance of early behavior skills for children’s school readiness and academic success in elementary school. Significant gaps in school readiness and achievement exist between children in poverty and those more affluent. Low-income children are also more likely to exhibit behavior concerns than their more financially advantaged peers. The current study examined the importance of behavior skills at age 4 for school readiness and academic achievement in kindergarten among an ethnically diverse sample of 1,618 low-income children (63% Latino, 37% Black) in an urban setting. Children’s early behavior concerns at age 4 were significantly associated with children’s school readiness scores and end-of-year kindergarten grades above and beyond the contributions of family and child demographics and children’s early cognitive and language skills. In addition, behavior problems were more strongly related to school readiness and kindergarten performance within English-dominant Latino children as opposed to Spanish-dominant Latino children. Practice or Policy: The findings from the current study provide support for targeting behavior skills, and not just preliteracy and/or number skills, prior to school entry as a strategy to increase the likelihood of low-income diverse children’s school readiness and school success. Behavior interventions are discussed. 相似文献
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幼儿园安全教育课程设置与课程教学,能为幼儿健康成长提供保障,是幼儿园工作的重中之重。幼儿园应合理设置安全教育课程,并实施好课程教学,以提高幼儿的安全意识,避免幼儿园安全事故的发生。文章结合安全教育实践,对幼儿园安全教育课程设置与课程教学进行研究。 相似文献
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冯静 《鞍山师范学院学报》2013,(5):97-99,102
本文通过分析幼儿园室内环境对幼儿健康成长的价值,提出了室内环境创设应坚持的基本原则和建议,以期幼儿园的室内环境创设能够更好地为幼儿的健康成长服务。 相似文献
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《Early education and development》2013,24(1):101-120
The present study sought to examine whether preschool children's emotion regulation, problem behaviors, and kindergarten behavioral self-regulation in the classroom were predictors of kindergarten achievement scores. The children (N = 122, 47% male and 63% European American) who were participating in an ongoing longitudinal study, were seen at both a preschool and kindergarten assessment. The present study examined the relation between parent report, teacher report, and laboratory measures of regulation and children's achievement test scores. Children's emotion regulation and behavioral self-regulation in the classroom were related to all measures of achievement. The relation between preschool emotion regulation and kindergarten achievement was mediated by behavioral self-regulation in the kindergarten classroom. In addition, all measures of regulation were correlated, suggesting that some children who have difficulty regulating their behavior in one setting (such as home) may also have difficulty with regulation in other settings (such as school). 相似文献
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批判性思维对幼儿创新能力的发展具有重要的意义。讨论式学习中创设能激发质疑的心理环境、设计多样性开放性的问题、采取灵活多变的形式和方法、开展有针对性的指导，有利于培养大班幼儿的批判性思维。 相似文献
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Children's social and scholastic lives in kindergarten: related spheres of influence? 总被引：2，自引：0，他引：2
Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child x environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment. 相似文献