幼儿园语言集体教学活动质量研究——以杭州市A幼儿园语言教学活动为例

On Language Collective Teaching Activity Quality in Kindergarten:Taking A Kindergarten in Hangzhou as an Example

本研究运用《中国托幼机构教育质量评价量表（试用版）》子量表4“集体教学”，对杭州市A幼儿园大、中、小三个年龄段的30个语言集体教学活动进行观察，从目标与内容、情感支持、教学设计与组织、教学过程、教学支持、幼儿表现、课堂文化七个方面评价幼儿园的语言集体教学活动质量。结果表明，该园的语言集体教学活动总体质量中等偏上。研究者建议，教师要进一步增强语言教学活动的目标意识与整合意识，提高对学科教学知识的把握能力．同时提高对幼儿情感支持的有效性，重视幼儿对知识的自我建构，为幼儿提供充分的交流与表达机会等，以进一步提高幼儿园语言集体教学活动质量。

Using Chinese Early Program Rating Scale-R （CEPRS-R） Scale 4--Collective Teaching, this study observes 30language collective teaching activities conducted in three levels of classes in A Kindergarten in Hangzhou, and assesses thoseactivities from seven aspects target and content, emotional support, teaching design and organization, teaching process, teachingsupport, children performance, and class culture. The results indicate that the quality of collective teaching activities of AKindergarten was above the middle level. It is, therefore, suggested that teachers need to raise their target awareness andintegration awareness in language teaching activities, improve their knowledge of the subject they teach, improve the effectivenessof their emotional support for children, emphasize children＇s self construction of the knowledge they are learning, and providesucient opportunity for children to express themselves and communicate with other children.[