大班幼儿自主娃娃家游戏的行动研究

【作者】 王玲玲；

【导师】 王海英；

【作者基本信息】 南京师范大学 ， 学前教育（专业学位）， 2019， 硕士

【摘要】 娃娃家游戏是角色游戏的一种游戏形式,它能够创造性地反映幼儿现有的生活经验,在形成新经验的过程中,培养并提升幼儿的自主性行为意识和水平。然而,长期以来,教师形成的传统游戏观影响了当前娃娃家游戏的有效开展,如何从儿童立场开展游戏将是我们一线教师需要思考的问题。本研究采用行动研究的取向,分两阶段进行研究,尝试解决当前娃娃家游戏中客观存在的问题。第一阶段行动研究,即改变高控行为,尝试自主游戏的研究阶段。它旨在“突破教师的传统游戏观”,“改变传统的游戏形式”,从而“使游戏更具有效性和针对性”。通过对传统娃娃家游戏现状的观察与思考,明确当前娃娃家游戏中存在的一些问题,如缺少儿童主体的游戏观、游戏行为中自主性的缺失和存在“假游戏”现象等不足。通过分析、研讨和非正式访谈了解到,教师的意识行为、游戏的空间、形式和内容等成为传统娃娃家游戏中幼儿自主性缺失的主要影响因素,据此重新确定问题并提出相应的解决方案:研究人员尝试转变“高控”的意识行为,建立“材料超市”,帮助幼儿初步实现游戏空间、游戏时间、游戏玩法、游戏玩伴和游戏材料上的自主,在一定程度上改善传统娃娃家游戏中存在的问题,促进幼儿自主性游戏行为的发展。第二阶段行动研究,即提高自主意识,支持自主行为的研究阶段。它旨在解决上一阶段研究中新出现的问题:“改善幼儿对游戏材料产生的思维定势”、“积极对待幼儿在游戏中经常出现的重复’搭建工作””、“支持幼儿在游戏中新产生的游戏行为”和“合理调整教师对娃娃家游戏的关注度”。基于新问题,研究者制定了相应的指导性策略,进一步支持幼儿进行游戏。在观察中,分析幼儿的典型性行为,通过反馈,思考娃娃家游戏中的“材料超市”给幼儿带来的自主想象和自主创造性。两阶段的行动研究完成后,研究者便对整个研究做出相应的结论:“材料超市”背景下的大班自主娃娃家游戏研究转变了教师的游戏理念、丰富了游戏形式与内容、改变了幼儿原来“被高控”的被动式游戏行为,重点解决了幼儿在游戏中的自主性缺失等问题。需指出的是,回顾本研究的研究方法和研究过程中,还存有一些问题,有待于研究者进一步思考。更多还原

【Abstract】 Doll house game is a roll play game which can reflect life experience of the kids.It will also develop and promote the behavior consciousness of the kids when the new experience is formed.For a long time,the traditional concepts on games of the teachers restrict the organization of the doll house game currently."How to carry out games in kindergarten" has always been a question that the front-line teachers ought to think about.Based on the basic ideas of the action research,this study carries out a two-stage action research to deal with the problem in playing doll house game.The first stage of action research is to break the "high control behavior" to"autonomy",it aimed at breaking through teachers’ traditional view of game and changing traditional gaming modes will make the game more effective and targeted.Through the observation and thinking about the current situation of traditional doll house games,many problems have been discovered.In the current doll house games,game concepts based on the position of children and autonomy in the game behaviors are lacking.Through analysis,discussion and informal interview,we found that the teachers’ consciousness and behaviors,gaming space,gaming form and contents have been the main influence factors of kids’ non-autonomy in traditional doll house games.Researchers try to change consciousness and behaviors to build "material supermarkets" and help children realize preliminary independence in gaming space,gaming time,gaming methods,gaming partners and gaming material.It will solve the problem in traditional doll house game to some degree and promote children’s voluntary behaviors.The action research of the second stage is to enhance the sense of autonomy and support autonomous behavior,which aimed at resolving the new problems results from the last stage,that is "improving the kids’ mindset produced by the game materials ","treating kids’ repeat work appearing in the game:" building" actively,"supporting the kids’ behaviors in the new game”and”adjusting teachers’ awareness of doll house game reasonably".Based on the new problems,the researchers developed corresponding guiding strategies to support kids to play games further.In the observation,the typical behaviors of kids are analyzed.And through the feedback,the independent imagination and independent creativity given to the kids by the"material supermarket" in doll house games are reflected.Through the two stages of action research,the researcher makes conclusions according to the guide:doll house games research changed the teacher’s ideas,and changed the original "passive" behaviors of the kids,moreover,it solved the problems produced by the games such as lack of autonomy under the background of "material supermarket".It should be pointed out that there are still some problems to be further considered in the review of the research methods and process.更多还原