幼儿园教师指导角色游戏的能力研究

　　摘要

　　游戏是幼儿园教育的重要途径，角色游戏作为幼儿期的一种典型游戏形式，对幼儿的发展具有独特的价值。幼儿教师对角色游戏科学有效的指导更有利于游戏功能的发挥和游戏价值的实现。同时，提升幼儿园教师角色游戏的指导能力，有助于促进幼儿教师的专业发展。

　　本研究在借鉴国内外关于幼儿园角色游戏与教师指导角色游戏研究成果的基础上，采用文献法、观察法、访谈法及案例分析法等研究方法对幼儿园教师指导角色游戏的状况进行了探索与研究，目的是发现教师在角色游戏中指导能力的缺失，并分析其中的原因，从而提出了提高教师指导能力的具体策略和方法。

　　研究一共包括五个部分：

　　绪论部分主要阐述了论文的选题缘由，相关的文献综述，研究的目的与意义以及论文的研究设计四个方面的内容。

　　第一部分，角色游戏与教师指导的内涵及教育意义，并阐述了指导能力的含义。

　　第二部分，幼儿园角色游戏中教师指导的现状。本部分主要采用访谈与观察记录相结合的方法，对当前幼儿园教师对角色游戏的认知情况、游戏开始前的准备工作、游戏过程中的指导行为以及游戏的结束与评价工作等问题进行深入调查，并对调查结果进行客观分析。

　　第三部分，当前幼儿园教师指导角色游戏存在的问题及原因分析。在调查的基础上，总结出在开展角色游戏的过程中，幼儿教师指导角色游戏存在的问题主要表现在对游戏的认知、游戏主题与环境的创设、游戏的现场指导以及游戏的评价等几方面，继而分析了其成因主要在观念、知识与经验、幼儿园机制三个方面。

　　第四部分，提升幼儿园教师角色游戏指导能力的策略。本部分针对当前幼儿园教师指导角色游戏存在的问题及原因，提出了一些有效的策略，力求提升幼儿园教师对角色游戏的指导能力，促进幼儿全面发展，进一步提升幼儿教师专业发展水平。

　　关键词：角色游戏；教师指导；指导能力

　　Abstract

　　Game is an effective way of kindergarten education. Role-play game as a typicalgame form of early childhood has a unique value to the development of youngchildren. Preschool teachers'scientific and effective guidance is conducive to the playof role game function and the realization of the game value. At the same time,improving the capacity of the role-play game guidance of the kindergarten teacherscan promote the professional development of preschool teachers.

　　This study based on research achievements of the reference of role-playgame and kindergarten teachers' guidance at home and abroad. This study uses themethod of literature, observation, interview and case study and other researchmethods to explore and research the situation of kindergarten teachers' guiding ofrole-play game. Aiming to discover the lack of teacher guidance ability in the game ofrole-play game and analyzing the reasons. We aim to put forward concrete strategiesand methods to improve the ability of teachers' guidance.

　　The study included a total of five parts:

　　The introduction part mainly explained four aspects the research, the reasons ofchoosing the topic, relevant literature review, the research goal and thesignificance and the research design.

　　In the first part, the author introduced the connotation and implication foreducation between role-play game and teachers' guidance. It also expounded themeaning of guidance ability.

　　In the second part, the author introduced the situation of kindergarten teachers'guide in role-play game. This part mainly uses joint methods of interviewand observation records to investigate problems deeply. The problems such as thecurrent kindergarten teachers' role cognition on the game, the preparation work beforethe start of the game, the guiding behavior in the process of the game, the evaluationof the work after the play. The author also did the objective analysis of the surveyresults.

　　In the third part, the author analyzed deletion and causes of the deficiency of kindergarten teachers' guidance ability in the game. On the basis of thesurvey, the author found that the deficiency mainly focus on the cognition of the game,the construction of environment, the guide and evaluation of the game in the processof developing the game. Then the author analyzed the causes of the main threeaspects in concept, knowledge, and mechanism.

　　In the fourth part, the author enhanced the capacity of kindergarten teachers'role-play game guiding strategy. This part analyzed the deficiency and reasons ofteachers' guide ability and put forward some effective strategies to make every effortto improve kindergarten teacher's ability to guide role-play game, promote children'sall-round development, and further enhance the level of preschool teachers'professional development.

　　Key words: Role-play game,Teachers' guidance,Guide ability
 

　　目 录

　　摘要·······························································Ⅰ

　　Abstract························································· Ⅲ

　　绪论·······························································1

　　一、选题缘由····················································1

　　二、文献综述····················································4

　　三、研究目的与意义·············································7

　　四、研究设计···················································8

　　五、研究的创新点···············································9

　　第一部分 幼儿园角色游戏与教师指导的内涵及教育意义················11

　　一、幼儿园角色游戏概述·········································11

　　（一）角色游戏的涵义···········································11

　　（二）角色游戏的结构···········································11

　　（三）角色游戏的特征···········································12

　　（四）角色游戏的对幼儿发展的价值·······························13

　　（五）角色游戏与表演游戏的比较·································16

　　二、教师指导的概念及教育意义··································16

　　（一）教师指导的概念界定·······································16

　　（二）“指导”与“参与”、“干预”、“介入”的关系···················16

　　（三）教师指导角色游戏的教育意义·······························17

　　三、指导能力的涵义·············································18

　　第二部分 幼儿园教师指导角色游戏的现状调查························19

　　一、幼儿教师对角色游戏的重视程度·······························19

　　二、游戏开展的频率与时间·······································19

　　三、游戏前的准备工作···········································19

　　四、游戏过程中教师的指导·······································21

　　五、游戏的结束与评价工作·······································22

　　六、教师指导角色游戏的依据及效果·······························23

　　第三部分 当前教师指导幼儿园角色游戏存在的问题及其原因分析········25

　　一、教师指导幼儿园角色游戏存在的问题·························25

　　（一）游戏认知：概念模糊，认识不足····························25

　　（二）主题环创：主题单一，材料贫乏····························26

　　（三）现场指导：放任自流，武断干预····························27

　　（四） 游戏评价：教师主导， 蜻蜓点水·····························28

　　二、教师指导角色游戏存在问题的的原因分析·······················29

　　（一）教师游戏观念的偏差········································29

　　（二）教师知识与经验的缺乏······································30

　　（三）幼儿园活动与培训机制的影响································30

　　第四部分 提升幼儿教师角色游戏指导能力的策略······················33

　　一、树立正确的角色游戏观·······································33

　　（一）提高对角色游戏及幼儿发展特点的认识·······················33

　　（二）明确幼儿教师有效指导角色游戏应具备的能力··················34

　　二、丰富幼儿教师角色游戏的知识与经验··························36

　　（一）加强理论知识的学习······································37

　　（二）完善培训机制，丰富教师相关经验··························37

　　三、在实践中提升指导能力······································38

　　（一）游戏时间与空间的规划····································38

　　（二）游戏主题的确定··········································39

　　（三）幼儿生活经验的丰富······································40

　　（四）游戏环境的创设··········································41

　　（五）游戏角色的分配··········································42

　　（六）游戏的现场指导··········································43

　　（七）游戏的结束工作···········································45

　　（八）游戏评价················································46

　　结语······························································48

　　参考文献··························································51

　　致谢······························································56