多维视角下的幼儿园木工活动评价研究

发布时间：2018-09-12 05:10

【摘要】：随着经济水平的日渐提高,越来越多的群体意识到教育事业的重要性,提高学前教育的质量变得越来越迫切。欲提高活动质量,则需要通过多维视角下的评价全面了解其现状。木工活动是幼儿园区域活动的组成部分之一,是一项较为有挑战性的“特殊”活动。木工活动由于其材料的多样以及众多可选择的真实工具为幼儿的自主探索和创造提供了广阔的天空。通过木工活动的开展可以幼儿促进基本动作及社会性发展,并能培养优秀学习品质。但现如今木工活动质量并不高,并且缺少有效的评价。本研究是以从四川省成都市金牛区一家幼儿园拍摄的视频为媒介,以访谈法为主,辅之以问卷调查法、文献法,对多维视角下的木工活动评价问题进行探讨。从木工活动中涉及的关键要素出发,故研究中呈现出教师、家长及幼儿三类主体关于木工区配置、教师支持与指导、幼儿发展以及安全防护措施四方面的评价结果。并对三主体的评价结果进行横向和纵向的分析。研究中发现教师主体关注材料以及幼儿发展,对材料的结构性和层次性尤为关注,教师提出应结合幼儿现有水平找到最近发展区,为幼儿提供高低结构的富有层次性的材料。而家长主体更关注活动中的安全性,无论是材料的提供,工具的使用,还是活动中儿童的交往都有提及。幼儿自身则更多的将着眼点放在教师支持与帮助上。主要表现为,幼儿由于没有木工经验不敢尝试以及木工活动经验不足带来的对教师帮助的渴望。在教师的评价中发现,教龄较长的教师考虑材料的层次性,而教龄较短的新教师则更多关注的是材料的“量”,并且高职称的教师能够考虑到幼儿个体差异及最近发展区的需要;农村的教师较城市教师更担心安全性;高职称的教师认为教师支持应该在合理观察的基础上适时介入,而无职称且教龄短的教师认为教师支持应该贯穿始终。在家长的评价中发现,家长在安全性、木工区配置等四个方面有较高的一致性。在幼儿的评价中则发现,男性幼儿较女性幼儿兴趣更高。通过对评价结果分析给出建议:提倡评价主体多样化,以拓宽教育评价视野,增加评价的科学性和完整性;合理运用评价结果,多维视角下的评价一致又存在差异,但内部联系密不可分;合理选择评价内容,从实际中来,不以“微观”而不评;规范评价程序,运用多种形式和方法进行评价。
[Abstract]:With the improvement of economic level, more and more groups realize the importance of education, and it becomes more and more urgent to improve the quality of preschool education. In order to improve the quality of activities, it is necessary to fully understand the present situation through the evaluation of multi-dimensional perspective. Woodworking activity is one of the regional activities of kindergarten, it is a challenging "special" activity. Woodworking activities provide a broad sky for young children to explore and create independently because of their variety of materials and many real tools available. Through the development of woodworking activities, children can promote basic movement and social development, and can cultivate excellent learning quality. But nowadays the woodworking activity quality is not high, and lacks the effective appraisal. Based on the video taken from a kindergarten in Jinniu District, Chengdu City, Sichuan Province, this paper discusses the evaluation of woodworking activities from the perspective of multidimensional perspective, mainly by interview method, supplemented by questionnaire survey and literature method. Based on the key elements involved in woodworking activities, the evaluation results of teachers, parents and young children on the allocation of woodworking areas, teachers' support and guidance, infant development and safety measures are presented. The evaluation results of the three subjects are analyzed both horizontally and vertically. It is found that teachers' main body is concerned with materials and the development of young children, especially on the structure and level of materials. Teachers suggest that children should be combined with the existing level of children to find the proximate development area to provide children with hierarchical materials of high and low structure. Parents are more concerned about the safety of activities, whether the provision of materials, the use of tools, or the activities of children have been mentioned. Children themselves are more focused on teacher support and help. The main manifestation is the desire for teachers' help brought about by lack of woodworking experience and lack of experience in woodworking activities. In the evaluation of teachers, it was found that the older teachers considered the hierarchy of materials, while the younger teachers paid more attention to the "quantity" of materials. And teachers with high professional titles can take into account the individual differences of young children and the needs of the proximal development areas; teachers in rural areas are more worried about safety than urban teachers; teachers with high titles believe that teachers' support should be timely intervened on the basis of reasonable observation. Teachers with no title and short teaching years believe that teachers' support should always run through. In the evaluation of parents, it is found that parents have high consistency in four aspects: safety and woodworking area configuration. In the evaluation of young children, male children were more interested than female children. Through the analysis of the evaluation results, some suggestions are put forward: to promote the diversification of the evaluation subjects, to broaden the educational evaluation field, to increase the scientific nature and integrity of the evaluation, to apply the evaluation results reasonably, and to make the evaluation consistent and different from the multi-dimensional perspective. However, the internal connection is inseparable; reasonable selection of evaluation content, from the reality, not "micro" without evaluation; standardized evaluation procedures, using a variety of forms and methods to evaluate.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612

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