幼儿园韵律活动的教学任务分析研究

【作者】 吴巍莹；

【导师】 许卓娅；

【作者基本信息】 南京师范大学 ， 学前教育学， 2012， 博士

【摘要】 课程内容超载是幼儿园教师在设置教学内容时常常出现的一个问题,它影响了幼儿的学习兴趣,损伤了教师的教学热情。任务分析是教学设计中的重要一环,它通过分解教学目标,理清教学内容的难易层级,为准确定位学习者的学习任务提供依据。任务分析理论和技术已经被广泛地应用于学校教育之中,它有效地解决了教师在内容设置上所面临的困境,提高了教学的有效性。鉴于此,本研究将任务分析理论引入幼儿园教学领域,以幼儿园韵律教学活动为载体,企图探求一条符合幼儿园教学实际的,便于教师操作的教学内容设置途径,以期改善幼儿园音乐教学的效果。本研究从理论与实践两个层面展开,就理论研究而言,通过文献法,以任务分析理论倡导的“尊重学习者身心发展规律”、“循序渐进”思想为指导,结合幼儿园韵律教学情境,形成了一个与之相适应的教学任务分析模型。该模型以关键经验分析、韵律活动内容分析、幼儿内在学习条件分析为支架；关键经验围绕着各类随乐动作进行；教学内容分析围绕教学内容的难易度展开,它产生了两个难度任务分析工具,一个是伞状坐标图,另一个是难度计算公式。伞状坐标图对教学内容进行质的分析,难度计算公式则是从量的角度对教学内容的难易度进行度量。幼儿学习条件分析包括对幼儿认知发展特征的分析、起点水平的分析、学习动机的分析。为了检验任务分析框架与实践的相宜性,本研究采用了行动研究法和实验研究法。行动研究法以教师为主要对象,实验研究法以幼儿为研究对象。通过行动研究法,研究者发现任务分析功能性价值的发挥与教师对任务分析模型的理解和实践存在很大的关系。当教师对任务分析的认识主要停留在陈述性知识时,任务分析对教学内容设置所具有的功能难以得到彰显。而教师对任务分析的认识更多地表现为程序性知识时,任务分析对实践的指导意义则较为显著。以幼儿的随乐动作正确率和情感参与度为操作性指标的实验研究表明,在使用任务分析模型的韵律活动教学中,幼儿随乐动作正确率得到了明显的提高,他们的积极情感参与度也有了较大幅度的改善。从“自我效能感”的角度来考察实践检验的结果,研究者认为任务分析能够提高幼儿在集体教学情境中的自我效能感,与此同时,它可以改善教师的教学效能感。更多还原

【Abstract】 The curriculum content overload problem is quite highlighted when it comes to curriculum selection. It weakens both children’s learning interest and teachers’ teaching enthusiasm. As is known, as an important link in teaching design, task analysis offers basis for learners to plan proper learning tasks via target decomposition and difficulty coefficient analysis. Task analysis, both theoretically and practically, has been widely adopted in institutional education field and successfully lifts barriers for teachers in terms of curriculum content setting, and thus increases teaching effectiveness. Thereupon, this dissertation introduces task analysis to kindergarten teaching and takes rhythm teaching as its carrier to seek for a practical and easy-to-operate solution to improve music-teaching outcome.This dissertation is composed of both theoretical and practical researches of task analysis on rhythmic activities. Firstly, theoretically speaking, this dissertation establishes a task analysis model that applied for kindergarten’s rhythmic teaching under the guidelines of "Respect the law of learners’physical and mental development" and "learning systematically". To be more specific, the model is scaffolding-designed, taking key experience analysis, teaching content analysis, and children’s learning condition analysis as three scaffolds; among which, key experience is "rhythm and music based moves" orientated while teaching content analysis is according to its difficulty coefficient. This dissertation also generates two analytics tools, namely, umbrella coordinate diagram and difficulty coefficient calculation formula. The diagram is to analyze the nature of teaching content while the formula the difficulty coefficient. Children’s learning condition analysis includes analyses on cognitive development features, start level and learning motive.This research adopts both action research and experimental research to test the matchability between the framework and practice of task analysis. The action research takes teachers as the main subject while the experimental research the children. The action research finds out that the effectiveness of functional value of task analysis has much to do with teachers’understanding and practice. When teachers’understanding of task analysis mainly stays on narrative level, the function of the task analysis is hardly to be recognized; while teachers’ understanding is rather programmable, the function is then quite obvious. An experiment shows that children’s rhythmic accuracy and emotional participation rate are greatly improved when the task analysis model is adopted in rhythmic teaching. From the perspective of self-efficacy, researcher here believes that task analysis can both improve the children’s self-efficacy and teachers’teaching efficacy in collective teaching environment.更多还原