【作者】 王丹；

【导师】 房林玉； 滕司洋；

【作者基本信息】 渤海大学 ， 学前教育（专业学位）， 2023， 硕士

【摘要】 餐前过渡环节作为幼儿园隐性教育资源,为师幼双方提供活动到进餐间自然流转的平台,兼具保与教双重指导范畴,为教师带去考验。当前餐前过渡环节虽隐形于园所生活制度,但无法隐形于幼儿真实生活当中。尤其在混龄班中,教师需应对三个年段幼儿的餐前过渡需求,实施科学的指导策略尤为重要。理论部分,本研究以个案园的混龄班为场域,以餐前过渡环节为范畴,对教师指导策略展开研究。通过文献研读并结合实际考察,界定核心概念、厘清理论基础、确定研究框架与教师指导策略维度:教师教育观念、教师规划程度与教师指导行为三部分。调查与分析部分,本研究选定M园3个混龄班的9位教师为研究对象,运用访谈法、观察法与案例分析法等对教师指导策略进行研究。首先,从教师教育观念、规划程度与指导行为三个维度对教师指导策略进行现状描述,并呈现出混龄班中教师在餐前过渡环节实施指导策略的优势表现。其次,析出教师指导策略上所存问题。包括教师教育观念认知有偏差、教师规划程度不充分、教师指导行为实施不全面。最后,针对存在问题溯因剖析。教师指导观念上包括教师未锚定餐前过渡环节课程地位、未分辨餐前过渡环节的发展主体以及未明确餐前过渡环节的指导限度;教师指导行为上涵盖教师观察能力、沟通能力以及回顾与反思能力有限;教师与园所制度保障上包括园所生活制度表规划过于笼统、园所忽视使教师对餐前过渡环节重视不足及园所缺乏对教师教研与培训。结论部分,立足于教师视角提出策略改进建议。教师应树立正向化教育观念、改进专业化指导能力与提供制度化园所保障。更多还原

【Abstract】 The pre-meal transition as a hidden educational resource in kindergarten,provides a natural and open platform between activities and meals for teachers and children,with the dual guidance category of protection and teaching,which brings tests to teachers.At present,although the pre-meal transition link is invisible in the kindergarten life system,it can’t be invisible in children’s real life.Especially in mixed-age classes,teachers face the pre-meal transition needs of children in three age groups,scientific guidance strategies are particularly important.For the theoretical part,this study takes mixed-age classes as the scene and pre-meal transition as the category to study teacher guidance strategies in case kindergarten.Based on the theoretical analysis of the literature and the investigation in the case kindergarten,the core concepts are defined,and the dimensions of the research framework and the teacher guidance strategy are finally determined:educational concept,planning degree and guidance behavior.For the analysis part,In this study,nine teachers from three mixed-age classes in M kindergarten were selected as the research objects,and the teacher guidance strategies were studied by means of interview,observation and case analysis.Firstly,it describes the current situation of teachers’ guidance strategies from three dimensions:educational concept,planning degree and guidance behavior,and presents the advantages.Secondly,it analyzes the problems of teacher guidance strategy,such as deviation of teacher guidance concept,insufficient teacher planning and incomplete teacher guidance behavior.Finally,the reasons include the concept of teacher guidance,including the teacher ’s unanchored curriculum status,the indistinguishable development subject and the unclear guidance limit;teachers ’ guidance behavior includes limited observation ability,communication ability and reflection ability;the system guarantee of the kindergarten includes the general table of the kindergarten system,the neglect of the kindergarten makes teachers pay insufficient attention to it and the lack of teaching research and training for teachers.For the conclusion part,With teachers as the center,respectively from the teachers to establish positive education concept,improve professional guidance ability and institutionalized kindergarten support three aspects of suggestions.更多还原