学前教育-大班科学探究活动中教师评价对幼儿探究行为影响的个案研究VIP专享

I摘 要 本文目的在于研究科学探究活动中教师评价对幼儿探究行为的影响。选取宁德市某所公立幼儿园中 3 名教师，30 个幼儿为研究对象，对科学探究活动中的教师评价和幼儿探究行为作为研究对象，采用观察法、访谈法和案例分析法的研究方法。从教师评价的四个维度（肯定性言语评价、肯定性非言语评价、否定性言语评价、否定性非言语评价）进行分析，通过对科学探究活动中教师评价的实际情况和幼儿探究行为的具体表现进行分析，发现教师使用肯定性言语评价时，幼儿科学探究行为的独立性和坚持性等积极地探究行为发生较多；教师使用否定性言语评价时，幼儿科学探究行为的寻求帮助和放弃或转移注意力的消极地探究行为发生较多；教师使用肯定性非言语评价时，幼儿科学探究行为中各类积极地探究行为均有发生；教师使用否定性非言语评价时，幼儿科学探究行为易出现寻求帮助和放弃或转移注意力的消极探究行为和反思行为。结合访谈记录和文献资料对差异进行讨论，提出一些教师评价建议：师幼共评，重视情感态度评价； 保障安全 ， 重视激发探索性； 围绕探究过程，及时调整评价方法。 关键词：教师评价；大班幼儿；科学探究活动；探究行为。IIAbstractThe purpose of this paper is to study the influence of teacher evaluation on children's inquiry behavior in scientific inquiry activities. Three teachers and 30 children in a public kindergarten in Ningde City were selected as the research objects, and the evaluation of teachers and the behavior of children's inquiry in scientific inquiry activities were selected as the research objects, using the research methods of observation, interview and case analysis. From the four dimensions of teacher evaluation (positive language evaluation, positive nonlanguage evaluation, negative language evaluation, negative nonlanguage evaluation), through the analysis of the actual situation of teacher evaluation in scientific inquiry activities and the specific performance of children's inquiry behavior, it is found that when teachers use positive language evaluation, the independence and persistence...