幼儿园学习与非学习活动中师幼互动现状比较

A Comparative Research about Interaction between Kindergarten Teacher and Children in Learning and Non-learning Activity

师幼互动是幼儿教师专业成长的重要促进因素。本研究通过对41名教师在学习与非学习活动中教育行为的观察与分析发现:教师在学习活动中缺少对单个幼儿的关注,与单个幼儿的互动比非学习活动少;教师是学习与非学习活动中互动开启的主体,学习活动中生成性的互动比非学习活动少;从教师开启的互动内容看,教师主要扮演指导、管理与照顾者的角色,缺乏对幼儿情感发展的关注;教师在学习与非学习活动中的施动方式与反馈方式比较单一,互动回合少。教师应通过创设良好的互动环境、改善自身隐性教育行为、激发幼儿主动交往等途径积极改善师幼互动,特别是在学习活动中的师幼互动现状。

Interaction between teacher and children is a crucial factor to kindergarten teachers’ development. Based on the observation on 41 kindergarten teachers, we found: Interaction between teacher and individual child in learning activity is less than in non-learning activity; Teachers dominate interaction both in learning and non-learning activity; Teachers are less likely to concentrate on children’s emotional need; Teachers promote and give feedback in poor ways, and the rounds in the interaction are limited....