摘要
为了深入了解幼儿园区域活动中师幼互动的情况,本研究以《课堂互动评估系统》为研究工具,采取分层随机抽样的方法在广东省广州市、中山市的40所幼儿园中共选取112个班级为研究样本,对区域活动中师幼互动质量进行研究。研究发现:师幼互动质量在"情感支持(ES)"上得分最高,在"教育支持(IS)"上得分处于很低的水平。鉴于此,提出了提高区域活动中师幼互动质量的策略,即正确认识区域活动的价值,重新定位与集体教学活动的关系;教师做一个积极而敏感的观察者,适时介入;构建生态式区域活动,重视材料投放等,以此提高区域活动中师幼互动质量。
In order to gain a deep understanding of the interaction between teachers and children in kindergarten regional activities, Using the Classroom Assessment Scoring System as a research tool and adopting a stratified random sampling method to select 112 classes in 40 kindergartens in Guangzhou and Zhongshan, Guangdong Province, the quality of the teacher-child interaction in the regional activities is studied. The study finds that the quality of teacher-child interaction scored the highest on “Emotional Support (ES)” and the score on “Instruction Support (IS)” is at a very low level. In view of this, strategies to improve the quality of teacher-child interaction in regional activities are proposed.
作者
周永丽
ZHOU Yong-li(Department of Education, Guangdong Preschool Normal College in Maoming, Maoming, Guangdong 525000, China)
出处
《陕西学前师范学院学报》
2019年第4期75-79,共5页
Journal of Shaanxi Xueqian Normal University
关键词
课堂互动评估系统
区域活动
师幼互动
生态式区域活动
Classroom Assessment Scoring System
teacher-children interaction
regional activities
ecological regional activities
