=幼儿教师班级管理风格调查摘要:为了了解幼儿教师对不同班级的管理风格。本调查主要采用文献综述法、问卷调查法与谈话法对共计27名幼儿教师对班级管理风格进行调查。调查发现：在小班（3—4岁）时期，教师对幼儿的管理比较宽松，近乎90%左右的教师认为此阶段主要在于帮助幼儿培养良好的常规生活主要包括幼儿的分离焦虑，行为习惯，用餐习惯，如厕习惯，规则意识等，让幼儿意识到自己生活在一个集体中，需要服从一定的管理和遵守一定的规则，调查发现有60%的幼儿教师在此阶段，对于培养幼儿自我管理的意识比较薄弱；在中班（4—5岁）阶段的幼儿教师，班级管理风格偏向合作型，班级事务与教师和幼儿讨论协商而进行。幼儿在大班(5—6岁)时期，幼儿的常规生活和学习能力在学前阶段达到顶峰，此阶段教师对班级的管理偏向领导型，教师领导班级向小学迈进，领导班级做好幼小衔接工作。幼儿教师的班级管理尤其特殊性管理工作平凡、琐碎，基础性、服务型强，这就要求教师要选择适合幼儿年龄阶段的管理风格，确保班级管理井然有序，幼儿能够茁壮成长。关键词：幼儿教师班级管理管理风格AsurveyonclassmanagementstyleofPreschoolTeachers—TakingakindergarteninChengduasanexampleAbstract:Inordertounderstandthemanagementstyleofpreschoolteacherstodifferentclasses.Thissurveymainlyusesliteraturereview,questionnaireandconversationmethodtoinvestigatetheclassmanagementstyleof27preschoolteachers.Thesurveyfoundthat:Inthesmallclass(3to4yearsold),theteachers'managementofchildrenisrelativelyloose，Nearly90%oftheteachersthinkthisstageismainlytohelpchildrendevelopagoodregularlife,Mainlyincludingchildren'sseparationanxiety,behaviorhabits,eatinghabits,suchastoilethabits,rules,andsoon,Letthechildrenrealizethattheyliveinacollective,andneedtoobeycertainrulesandregulations.Itisfoundthat60%ofthepreschoolteachersarelackinginthemanagementawarenessofchildreninthisstage.Inthemiddle(4-5)ofpreschoolteachers'stage，Classmanagementstyleisbiasedtowardscooperation，Classaffairsarediscussedandnegotiatedwithteachersandchildren.Childreninthebigclass(5-6yearsold),Normallifeandlearningabilityofchildrenreacheditspeakinthepianostage,Inthisstage,teachersarebiasedtowardstheleadershipofclassmanagement，Toensuretheorderlymanagementoftheclass,childrencanthrive.Theclassmanagementofpreschoolteachers,especiallythespecialmanagementwork,istrivial,trivial,basicandservice，Thisrequiresteacherstochoosethemanagementstylesuitableforthechildren'sage.Toensuretheorderlymanagementoftheclass,childrencanthrive.目录摘要................................................................IAbstract...........................................................II目录一、绪论............................................................1（一）研究背景......................................................1（二）研究概念与综述................................................11.概念界定........................................................12.研究综述........................................................2（三）研究意义......................................................3（四）幼儿教师班级管理风格的认知发展现状调查........................41.调查对象........................................................42.调查研究方法....................................................4二、调查............................................................4（一）各年龄阶段幼儿教师班级管理风格问卷调查表和访谈记录...........5....................................................................7（二）各年龄阶段幼儿教师管理风格认知发展状况.......................7......
