【作者】 张曼；

【导师】 杨晓萍；

【作者基本信息】 西南大学 ， 学前教育（专业学位）， 2021， 硕士

【摘要】 阅读是人类社会文明进步的一个重要标志,同时也是人类终身学习和发展的必要工具和途径。阅读区域活动的开展更是对幼儿个性化阅读的发展与成长具有重要意义。同时,专业的教师介入策略能够帮助幼儿获得系统科学的阅读经验。但目前阅读区域活动中的教师介入存在教师指导内容不全面、教师指导方法较为单一、教师指导介入较为不足等问题。因此,本研究以阅读区为研究场域,以建构主义学习理论为根基,以B幼儿园为研究对象,探析B园幼儿园教师在阅读区域活动中的介入策略现状、存在的问题以及影响因素,最终提出合理性建议以此改善B园阅读区活动中教师介入策略的效果,促进幼儿在阅读区中的个性化阅读发展与教师指导策略的提高。首先,研究对阅读区域活动中的教师介入策略进行了理性分析。一方面,本研究通过文献梳理,对大班幼儿阅读特点进行分析,了解大班幼儿阅读发展水平;另一方面,研究以建构主义为理论基础,阐释了阅读区域活动中教师有效介入的基本理念:进行细致观察,把握介入时机与分寸、树立正确观念,彰显幼儿主体地位、关注幼儿差异,针对性介入阅读区活动、贯穿整合主线,缔结活动内在联系、注重全面发展,实施多元化阅读评价,为研究做理论支撑和依据。其次,本研究采用了文献法、观察法、访谈法以及实物分析法对B园大班幼儿阅读区域活动进行了调查研究。研究主要从阅读区域活动计划策略、阅读区域活动开展策略、阅读区域活动延伸策略、阅读区域活动回顾和评价策略对教师介入策略进行现状描述,其中,在计划策略中,通过教师对计划的组织形式和介入方式进行了描述,在开展策略中,分别从确定介入必要性、确定介入时机、确定介入方式三个方面对教师介入进行了梳理,在延伸策略中,对教师在区域之间的延伸以及教育活动之间的延伸进行了总结,最后在回顾和评价环节,描述了教师引导幼儿讨论与评价的现状。通过研究可以发现,B园大班幼儿环境较为适宜,教师能适时、适度地对幼儿阅读活动进行介入,但同时也存在计划制定浅显,未能深入阅读目标、观察重点偏差,未能掌握好介入时机、偏重指令介入,未能凸显针对性指导、活动联系松散,未能实现整合共生、评价缺乏多元,未能促进全面发展等问题。基于以上现实考察,研究者从影响大班阅读教师介入策略的幼儿因素、教师因素、园所因素三方面对其进行分析,分析发现,大班幼儿的阅读特点、阅读水平,教师的专业观念、专业知识以及实践智慧,园所制度文化和精神文化对教师的介入策略的选择和运用产生一定影响。最后,根据现状问题分析和影响因素,研究者分别从树立科学观念,关注大班幼儿阅读发展特点、提升专业素养,实施多元化教师介入、实现课程整合,深化幼儿阅读区域活动经验、强化园所文化管理,提升阅读区活动介入质量四个方面提出优化建议,以期提高教师介入能力,促进幼儿学习发展,保证阅读区活动介入质量。更多还原

【Abstract】 Reading is an important symbol of the progress of human civilization,and also a necessary tool and way for human lifelong learning and development.The development of reading regional activities is of great significance to the development and growth of children’s individualized reading.At the same time,professional teacher intervention strategies can help children obtain systematic and scientific reading experience.However,there are some problems such as incomplete content of teacher guidance,simple method of teacher guidance and insufficient intervention of teacher guidance.Therefore,this study takes the reading area as the research field,the constructivist learning theory as the foundation,the B kindergarten as the research object,analyzes the present situation,the existing problems and the influencing factors of the teachers’ intervention strategies in the reading area activities of the B kindergarten,and finally puts forward reasonable suggestions to improve the effect of the teachers’ intervention strategies in the reading area activities,and to promote the development of individualized reading and the improvement of teachers’ guidance strategies.First of all,the study of reading regional activities in the teacher intervention strategy for rational analysis.On the one hand,this study analyzes the reading characteristics of large-class children and understands the level of reading development of large-class children.On the other hand,based on constructivism,this study explains the basic concepts of teachers’ effective intervention in reading area activities:careful observation,timing and measure of intervention,setting up correct ideas,showing children’s main position,paying attention to children’s differences,intervening in reading area activities,running through the main line of integration,concluding activities,paying attention to all-round development,carrying out diversified reading evaluation,and providing theoretical support and basis for research.Secondly,this study used literature method,observation method,interview method and physical analysis method to investigate and study the reading area activities of children in B kindergarten.The research mainly describes the teacher’s intervention strategy from the reading area activity plan strategy,the reading area activity development strategy,the reading area activity extension strategy,the reading area activity review and the appraisal strategy,in the plan strategy,through the teacher to the plan organization form and the intervention way,in the development strategy respectively from the determination intervention necessity,the determination intervention time,the determination intervention way three aspects has combed the teacher intervention,in the extension strategy,has carried on the summary to the teacher’s extension between the regions and the education activity extension,finally in the review and the appraisal link,The present situation of teachers guiding children to discuss and evaluate is described.According to the research,we can find that the environment of children in large classes in B garden is more suitable,teachers can intervene in children’s reading activities in a timely and moderate manner,but at the same time,there are some problems such as making plans,failing to read goals,observing key deviations,mastering the timing of intervention,emphasizing instruction,highlighting targeted guidance,loose links of activities,failing to achieve integration symbiosis,lack of diversity in evaluation,and failing to promote overall development.Based on the above practical investigation,the researcher analyzed the factors of children,teachers and garden-based factors that influence the intervention strategies of large-class reading teachers.The analysis found that the reading characteristics,reading level,teachers’ professional concept,professional knowledge and practical wisdom of large-class children had a certain influence on the choice and application of teachers’ intervention strategies.Finally,according to the analysis of the current situation and the influencing factors,the researchers put forward some suggestions from four aspects: setting up scientific concept,paying attention to the characteristics of large class children’s reading development,improving professional accomplishment,implementing diversified teacher intervention,realizing curriculum integration,deepening children’s reading area activity experience,strengthening garden culture management and improving the quality of reading area activity intervention.更多还原