小组合作学习中的教师支架行为类型——基于幼儿园集体教学活动的质性分析

Study on the Teacher’s Scaffolding Activity during Group Cooperative Learning——The Qualitative Analysis of Kindergarten Collective Teaching Activities

小组合作学习已经成为幼儿园集体教学活动的重要组织形式之一。基于幼儿的年龄特点和学习能力,幼儿园教师在小组合作环节中的支架行为尤为重要。为此,采用观察法和访谈法,以安阳市幼儿园教学技能比赛的获奖作品为例,选取集体教学活动中的小组合作环节,从支架教学理论角度出发,分析教师支架行为的类型。研究发现:在小组合作环节中,幼儿园教师的支架行为可以分为两种类型,分别是“间接支架行为”和“直接支架行为”。在“间接支架行为”中,又可分为“激发兴趣”、“建立自信”和“积极反馈”三种具体行为;在“直接支架行为中”,又可分为“解释任务”、“启发思考”、“提供策略”和“直接示范”四种具体支架行为。

Group cooperative learning has already been one of the most important organization forms in kindergarten collective teaching activities. Due to children’ age characteristics and learning ability, teacher’s scaffolding activities are important during the group cooperative learning. By adopting the observational method and interview method, taking An Yang’s kindergarten teaching skill competition as an example, and intercepting the “group cooperative learning part” of award-winning works, this study tries to analyze the types of teacher’s scaffolding activities. The study shows that, during the group cooperative learning part, teacher’s scaffolding activities can be divided into two types-indirect scaffolding activity and direct scaffolding. The indirect type includes three specific activities which are “arousing interest”、“building self-confidence” and “positive feedback”. The direct type includes four specific activities which are “explaining task”,“inspiring thinking”,“providing strategy” and “ operating demonstration ”.