幼儿园戏剧活动中的问题研究

　　摘 要

　　目前，我国关于幼儿戏剧教育的实践与研究逐渐增多，但有关幼儿园戏剧活动的理论研究与实施方法的研究明显不足。研究者通过在幼儿园中的实习，结合济南市几所幼儿园的戏剧活动实施现状及存在问题，利用观察法、访谈法和案例分析法等研究方法进行分析总结，提出了解决幼儿园戏剧活动中现存问题的对策与建议。

　　论文分三大部分：

　　第一部分，幼儿园戏剧活动的理论概述及其价值。首先对幼儿戏剧、幼儿戏剧教育、幼儿园戏剧活动进行了概念界定，通过研究发现目前省级优秀的幼儿园戏剧活动的组织形式分为四种：演出汇报式的幼儿园戏剧活动、区域“小剧场”式的幼儿园戏剧活动、作为教学手段的幼儿园戏剧活动、主题整合式的幼儿园戏剧活动。其次，根据这四种组织形式，并结合实践研究，总结出幼儿园戏剧活动的特点为：一是欢快浓郁的游戏性；二是稚拙有趣的冲突性；三是组织形式的多样性；四是学科领域的整合性；五是参与人员的互动性；六是活动内容的生活性。再次，从六个方面论述了开展幼儿园戏剧活动的价值：一是有利于促进幼儿生理发展；二是有利于促进幼儿的智力发展；三是有益于促进幼儿的语言发展；四是有益于幼儿的社会化；五是有助于培养幼儿的审美能力；六是有助于提高教师的专业能力。

　　第二部分，对当前幼儿园戏剧活动开展的现状及问题进行了分析：

　　现状：目前幼儿园戏剧活动的存在形态及现状：一是演出表演式幼儿园戏剧活动占主导；区域“小剧场”式幼儿园戏剧活动“有名无实”; 主题整合式幼儿园戏剧活动零星发展。二是幼儿园戏剧活动开展范围小，且局部范围内发展不平衡。从地区上看，大城市较中、小城市的幼儿园，其幼儿戏剧活动的组织与发展更为活跃。东部地区无论从经济发展水平还是从教育资源配置都比西部地区实力强。三是幼儿园戏剧活动的人员参与，多以教师和部分具备表演特长的幼儿为主，家长参与较少且专业人士参与指导的情况极少。

　　研究者通过对现状的把握和具体的幼儿园戏剧活动，发现并总结幼儿园戏剧活动存在的主要问题：一是组织形式单一，活动功利性强；二是重视参演幼儿，忽视观演幼儿；三是注重表演结果，忽略过程体验；四是区域活动繁多，指导教师缺乏；五是教师专业素养低，活动反思滞后。

　　产生问题的主要原因分析：

　　原因一，成人本位的传统幼儿戏剧教育思想占主导，教师在活动中占绝对主导地位，幼儿只是充当演员角色，没有更多发言权。

　　原因二，急功近利的评价体系，教师的压力来自更高一层的管理者，当教育工作成为负担，教师本身也会忽略“儿童中心”原则。

　　原因三，高校学前教育专业没有关于戏剧专业课的设置，导致幼儿教师缺乏戏剧专业素养的培养。

　　原因四，受外来戏剧教育经验的影响，难免迷失了自己的方向，忽略甚至放弃了园本戏剧创生，一味借鉴外来成品。

　　第三部分，幼儿园戏剧活动的对策性思考与建议。

　　对策一，树立正确的幼儿戏剧教育理念，鼓励幼儿园开展戏剧活动。让幼儿在接受戏剧教育的过程中，享受戏剧活动带来的快乐，体验戏剧活动中蕴含的情感。

　　对策二，丰富幼儿园戏剧活动的组织形式，弱化功利性目的。提倡依据幼儿园实际情况开展多层次戏剧活动。

　　对策三，重视全体幼儿的参与，增强幼儿参与戏剧活动的体验。戏剧活动的包容性和整合性，为全员参与带来了可能性。不仅要重视参演幼儿，同时要注重观演幼儿。

　　对策四，尊重幼儿戏剧活动的主体地位，发挥教师的指导作用。幼儿园戏剧活动以过程为导向，以幼儿的发展为目的，鼓励幼儿积极主动参与戏剧活动，改变教师绝对主导的状况。

　　对策五，提升教师专业素养，注重对幼儿戏剧活动的反思与评价。从高校开始，为学前专业的学生设置幼儿戏剧教育课程，培养一线教师的戏剧素养，强调幼儿戏剧活动的评价与反思并重。

　　对策六，充分利用家庭、社会资源，鼓励家长参与。以戏剧活动为载体，促进家庭、社区与幼儿园共同培育幼儿。幼儿园与教师应以多种形式鼓励家长参与到戏剧活动中来。

　　关键词：幼儿园戏剧活动；问题；对策

　　Abstract

　　At present, there are more practice and research on children's drama education.

　　However, it is obvious that there are deficiencies in theoretical research andimplementation method about kindergarten drama activities. Through the internship inkindergarten, by associating the current situation and problems of drama activityimplementation at several kindergartens in Jinan, using observational method,interviewing method, case analysis method, etc, to analyze and summarize, theresearcher proposes some countermeasures and advice of solving the problems inkindergarten drama activities.

　　There are three main parts in this thesis.

　　Part one: the theoretical overview and value of kindergarten drama activities.

　　Initially, the researcher carries out concept definitions for kindergarten drama,kindergarten drama education and kindergarten drama activities. The researcher findsthat the four major kinds of organization forms of kindergarten drama activities atprovincial first-class are reporting performance, stage performance, performance as ateaching method and thematic performance. Secondly, base on the four major formsand combining with practice research, the researcher summarizes the sixcharacteristics of kindergarten drama activities. First, game-play with rich happiness.

　　Second, conflict between simplification and interest. Third, diversity of organizationforms. Fourth, conformity of scientific fields. Fifth, interactivity of participators. Sixth,content of living. Moreover, the researcher discussed values of developingkindergarten drama activities from six aspects which are developments of children'sphysiology, cognition, socialization of children, aesthetics ability, good emotion andalso the development of teachers' professional competence.

　　Part two, the researcher analyzes the current situation and problems ofdeveloping kindergarten drama activities.

　　Below is the current situation of drama activities in kindergarten. First, thereporting performance plays a dominant role while the stage performance is onlynominal and the thematic performance develops slowly. Then, there are problems ofsmall implementation scope and unbalanced regional development. From theperspective of region, the organization and development in big cities is much maturerthan that in the middle and small cities. Both economic development level andeducation resource allocation in the eastern region are better than that in the westernregion. Finally, the main participants of drama activities are teachers and somechildren specialized in performance while few parents take part in it and the guidancefrom professionals is little.

　　Through researching the current situation and participating in specifickindergarten drama activities, the researcher finds and summarizes the main problemsof drama activities in kindergarten including the single organization form and strongutilitarianism, paying much attention to the performers while ignoring the audience,caring the results much more than the experience, lots of regional activities but littleguidance from the teachers, low professional quality and lagging evaluation reflection.

　　The reasons of having such problems are as below:

　　First, the traditional adult-basis drama education has never disappeared, so theteachers play a leading role in the process of guidance, but the children are just actorswithout more right to speak.

　　Second, the traditional adult-basis drama education has never disappeared, so theteachers play a leading role in the process of guidance, but the children are just actorswithout more right to speak.

　　Third, the preschool education major in college lacks drama courses and thekindergarten teachers do not have enough professional drama training.

　　Fourth, being influenced by foreign drama education experience, the teacherswill unavoidably lose direction, ignoring or even abandoning the drama creation, butonly drawing lessons from foreign works.

　　Part three: reflections and suggestions on countermeasures of kindergarten dramaactivities.

　　First, people should set up a correct concept of children's drama education andencourage kindergartens to hold drama activities. During the process of acceptingdrama education, children may enjoy happiness brought by drama activities andexperience emotions implied in them,Second, the organization form of drama activities in kindergarten should beenriched while the utilitarian purpose should be weakened. The researcher suggestsmultiple arrangement of drama activities based on kindergartens' practical situation.

　　Third, the kindergarten should pay attention to all children's participation andenhance children's experience of participating in drama activities. The inclusivenessand conformity of drama activities make total involvement possible. Both theparticipants and audience are equal important.

　　Fourth, the teachers should adhere to children-oriented principle and play aguiding role. The kindergarten drama activities should be process-oriented and aimingat children's development. People should encourage children to participate in dramaactivities and change the situation of teacher-centered.

　　Fifth, the teachers should strengthen their professional accomplishment and payattention to the reflection and evaluation of children's drama activities. University isthe beginning. Students majoring at pre-school education should have kindergartendrama activity courses to develop the drama accomplishment of front-line teachersand strengthen the equal position in evaluation and reflection of kindergarten dramaactivities.

　　Sixth, people should make full use of the family and social resources and parentshave to participate in it. The drama activity should be the carrier of promoting thejoint children education from family, community and kindergarten. The kindergartensand teachers should encourage parents to participate in drama activities by usingdiversified forms.

　　Key words: Drama activities in kindergarten, problems, countermeasuresClassification Codes: G612
 

　　目录

　　摘 要……I

　　Abstract……IV

　　绪论……1

　　一、问题提出……1

　　（一）幼儿园戏剧活动能促进幼儿身心的和谐发展……1

　　（二）目前大多幼儿园的幼儿戏剧活动严重缺失……2

　　（三）个人童年的戏剧情结与研究旨趣……3

　　二、研究的意义……4

　　（一）理论意义……4

　　（二）实践意义……4

　　三、创新点……4

　　四、国内外研究现状……4

　　（一）国外研究现状……4

　　（二）国内研究现状……6

　　五、研究方法……10

　　（一）文献法……10

　　（二）观察法……10

　　（三）访谈法……10

　　（四）案例分析法……10

　　第一部分 幼儿园戏剧活动的相关理论概述及其价值……12

　　一、幼儿园戏剧活动的相关概念及构成要素……12

　　（一）幼儿戏剧……12

　　（二）幼儿戏剧教育……12

　　（三）幼儿园戏剧活动……13

　　（四）幼儿园戏剧活动的构成要素……14

　　二、幼儿园戏剧活动的基本组织形式……14

　　（一）演出汇报式的幼儿园戏剧活动……15

　　（二）区域“小剧场”式的幼儿园戏剧活动……15

　　（三）作为教学手段的幼儿园戏剧活动……15

　　（四）主题整合式的幼儿园戏剧活动……16

　　三、幼儿园戏剧活动的特点……16

　　（一）欢快浓郁的游戏性……16

　　（二）稚拙有趣的冲突性……17

　　（三）组织形式的多样性……19

　　（四）学科领域的整合性……19

　　（五）参与人员的互动性……20

　　（六）活动内容的生活性……21

　　四、开展幼儿园戏剧活动的价值……22

　　（一）有利于促进幼儿的身心发展和能力提高……22

　　（二）有助于提高教师的戏剧素养和专业能力……26

　　第二部分 当前幼儿园戏剧活动开展的现状及问题分析……28

　　一、幼儿园戏剧活动的开展现状……28

　　（一）幼儿园戏剧活动的开展范围……28

　　（二）目前幼儿园戏剧活动的存在形态……29

　　（三）幼儿园戏剧活动的人员参与……30

　　二、幼儿园戏剧活动存在的主要问题及原因分析……31

　　（一）组织形式单一，活动功利性强……31

　　（二）重视参演幼儿，忽视观演幼儿……33

　　（三）注重表演结果，忽略过程体验……34

　　（四）区域活动繁多，指导教师缺乏……35

　　（五）教师专业素养低，活动反思滞后……37

　　第三部分 幼儿园戏剧活动的对策性思考与建议……40

　　一、树立正确的教育理念，鼓励幼儿园开展戏剧活动……40

　　二、丰富幼儿园戏剧活动的组织形式，弱化功利性目的……41

　　三、重视全体幼儿的参与，加强观演幼儿的活动体验……44

　　四、尊重全体幼儿的主体地位，发挥教师的指导作用……46

　　五、提升教师戏剧素养，重视对幼儿园戏剧活动的评价与反思……48

　　六、充分利用家庭、社会资源，鼓励家长积极参与……51

　　注释……53

　　参考文献……55

　　致谢……67