幼儿园主题教学活动结构及支持性策略的行动研究

An Action Research of the Structure and Supportive Strategies of Thematic Activities in Kindergarten

本研究采用行动研究法对幼儿园主题教学活动的结构及支持性策略等问题进行研究。在研究的第一阶段．发现D园主题教学活动在组织和实施过程中存在着两个主要问题．一是较强调教师的指导性作用，幼儿的主体性缺失。二是活动结构层次不清楚。在研究的第二阶段，结合相关理论，研究者向D园园长及教师进一步介绍了有关幼儿园主题教学活动的特点，并建议采用“五段式”结构组织活动。在研究的第三阶段，研究者将以“五段式”结构方式建构的主题教学活动在D园加以实施，并通过反思，分析教学活动的实施效果。最后．研究者对幼儿园组织和实施主题教学活动可采取的支持性策略提出相关建议。

Adopting the method of action research, the authors studied the structure and supportive strategies of thematic activities in kindergarten D. During the first stage of the research, the authors found there exist two major problems： （1） in the activities, teachers＇ guidance was dominant while children＇s subjectivity was absent; （2） the structure of the activities was not clear. During the second stage, the authors introduced to the head of the kindergarten the features of thematic activities and suggested using ＂five steps＂ to organize activities. During the third stage, the authors carried out the ＂five steps＂ in thematic activities and analyzed the effects of those activities through reflecting. Finally, the authors put forward some suggestions for the possible supportive strategies for organizing and carrying out thematic activities in kindergartens.