| 中文题名： | 文化-历史视野下幼儿园阅读教学模式研究 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 中文 |
| 学科代码： | 040105 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 教育学硕士 |
| 学位类型： | |
| 学位年度： | 2021 |
| 校区： | |
| 学院： | |
| 研究方向： | 幼儿园课程与教学 |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2021-06-21 |
| 答辩日期： | 2021-06-21 |
| 外文题名： | Research on the Reading Teaching Model of Kindergarten from the Perspective of Culture and History |
| 中文关键词： | |
| 外文关键词： | Early reading instruction ; teaching model ; early reading teaching model |
| 中文摘要： |
学龄前儿童正处于语言发展关键时期，早期阅读习惯的养成是预测其学习能力未来发展的关键指标，而早期阅读指导对于帮助儿童掌握口语和书面技能并激发他们对阅读的兴趣至关重要。我国幼儿园阅读教育具有多样性的特点，事实上，不同的阅读教学方法对儿童认知能力的建立会产生不一样的影响。对幼儿园阅读教学模式开展比较分析，不仅有助于全面理解幼儿园阅读教学实践，而且能够为改进幼儿园阅读教育活动提供借鉴。 本研究以 “文化 -历史 ”活动理论 CHAT 视角，对比分析幼儿园阅读教学模式，试图解释幼儿园阅读教育实践多样性的共性、差异及其成因。
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本研究遵循混合研究中的解释性研究设计，首先 编制问卷工具，在 S市 L区进行大规模问卷调查， 借助 R语言通过潜剖面分析划分幼儿园阅读教育的实是教学模式 得出幼儿园阅读教学实践主要存在 “全面型 ”、 “习惯能力型 ”、 “读写评价型 ”和 “基础型 ”四种教学模式 。进而，通过质性研究对量化研究结果进行深入解读和补充。根据量化分析结果，在每一类型教学模式中选取最具代表性的典型案例班级，对比各教学模式的相似之处和核心差异 。 研究结果表明 各教学模式 之间 “小同大异 即在教学过程中的子目标和策略等细节上相似，幼儿园阅读教学活动均为综合性 、复杂的教育活动 共同蕴含着对于 “两种习惯 、 三类知识 、 四项能力 ”的培养 。 而 各教学模式间的核心差异在于其整体教育理念和培养方向不同，因而对于不同子目标和策略的重视程度不同，最终呈现出实践中的多元化样态。 最后，本研究提出，教师阅读教学活动宏观上受到以幼儿园为代表的专业要求，和以家长与小学老师为代表的社会要求两方面影响，微观上教师个人成长经历也会作为主体性映像，影响教师的活动目标和教学策略。教师的阅读教育模式处在不断演进和发展的过程中，宏观背景的变化会引起教学活动系统的矛盾，教师在不断认识新的矛盾的过程中调整教 学活动，优化阅读教学模式，以达成教学活动系统相对平衡的 “适宜 ”状态 。 |
| 外文摘要： |
Preschoolers are in a critical period of language development, and the formation of early reading habits is a key indicator to predict the future development of their learning ability, while early reading instruction is crucial to help children master spoken and written skills and stimulate their interest in reading. In fact, different reading teaching methods have different influences on the establishment of children's cognitive ability. The comparative analysis of kindergarten reading teaching mode is not only helpful to comprehensively understand the practice of kindergarten reading teaching, but also can provide reference for improving kindergarten reading education activities. From the perspective of "culture-history" activity theory (CHAT), this study makes a comparative analysis of kindergarten reading teaching mode, and tries to explain the commonness, differences and causes of the diversity of kindergarten reading education practice.
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This study was to follow the study of hybrid explanatory study design, preparation of survey tools, questionnaire survey on a large scale in S city L area. On the basis of quantitative data partitioning kindergarten reading education as the teaching mode, it is concluded that the kindergarten reading teaching practice mainly includes "comprehensive type", "habitat competency-based", "reading and writing assessment type" and "base type" four kinds of teaching mode. Furthermore, qualitative research is used to interpret and supplement the quantitative research results. According to the results of quantitative analysis, select the most representative typical case class in each type of teaching mode to compare the similarities and core differences of each teaching mode. The research results show that the teaching modes are "slightly similar but greatly different", that is, they are similar in details such as sub-goals and strategies in the teaching process. The kindergarten reading teaching activities are all comprehensive and complex educational activities, which jointly contain the cultivation of "two habits, three types of knowledge and four abilities".The core difference between all teaching modes lies in their different overall educational concepts and training directions, so they attach different degrees of importance to different sub-goals and strategies, and finally present a pluralistic pattern in practice. Finally, this study proposes that teachers' reading teaching activities are macroscopically influenced by the professional requirements represented by kindergartens and the social requirements represented by parents and primary school teachers. On the micro level, teachers' personal growth experience will also act as the subjective image to influence teachers' activity goals and teaching strategies.The reading education model of teachers is in the process of continuous evolution and development, and the change of macro background will cause the contradiction of the teaching activity system. In the process of constantly understanding the new contradiction, teachers adjust the teaching activity and optimize the reading teaching mode, so as to achieve a relatively balanced "appropriate" state of the teaching activity system. |
| 参考文献总数： | 188 |
| 馆藏号： | 硕040105/21015 |
| 开放日期： | 2022-06-21 |
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