幼儿园教师撰写个案观察记录的现状及提升对策

Survey on Kindergarten Teachers’ Writing Case Observation Records

本研究对117份个案观察记录的文本进行内容分析，并对相应的教师开展了问卷调查。研究发现，幼儿园教师普遍认同和理解撰写个案观察记录的意义，但部分教师表示“不情愿”；教师具有一定的个案观察意识，但撰写个案观察记录的能力有待提高；多数教师能客观描述行为发生的过程，但往往忽略了行为细节；部分教师能参照一定标准分析幼儿的行为，但分析与评价能力有待提高；采取的行为改进措施多具有针对性和可操作性，但部分缺乏实质意义。由此，提出以下建议：将撰写个案观察记录作为提升教师反思能力的手段，提高个案观察记录的质量；围绕教师的现实需求开展培训，提高教师个案观察记录的撰写能力；着重提高教师对幼儿行为的分析与评价能力。

This study analyzed 117 case observation records and teacher questionnaires and found： kindergarten teachers gener- ally agree with and understand the meaning of writing case observation records, but some teachers still holds reluctant attitude; teachers have the observation awareness but the ability of writing Of case observation records need to be improved; teachers can objectively describe the behavior but often neglect the details of a behavior; teachers＇ ability of behavior analysis and evaluation need to be improved urgently; and the improvement measures adopted are generally pertinent and practical but some of them are not meaningful. Some suggestions are put forward： writing of case observation records can be taken as a means of improving teachers＇ reflective ability to improve the quality of writing; training should be based on teachers＇ real needs to improve their writing level; and focus should be on teachers＇ ability of analyzing and evaluating children＇s behavior.