| 周永丽.区域活动中师幼互动质量研究[J].陕西学前师范学院学报,2019,35(4):75-79 |
| 区域活动中师幼互动质量研究 |
| Study on the Quality of Teacher-children Interaction in Regional Activities |
| 投稿时间：2018-09-15 修订日期：2019-01-15 |
| DOI：10.11995/j.issn.2095-770X.2019.04.015 |
| 中文关键词: 课堂互动评估系统 区域活动 师幼互动 生态式区域活动 |
| 英文关键词: Classroom Assessment Scoring System teacher-children interaction regional activities ecological regional activities |
| 基金项目: |
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| 摘要点击次数: 942 |
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| 中文摘要: |
| 为了深入了解幼儿园区域活动中师幼互动的情况，本研究以《课堂互动评估系统》为研究工具， 采取分层随机抽样的方法在广东省广州市、中山市的40所幼儿园中共选取112个班级为研究样本，对区域活动中师幼互动质量进行研究。研究发现：师幼互动质量在“情感支持（ES）”上得分最高，在“教育支持（IS）”上得分处于很低的水平。鉴于此，提出了提高区域活动中师幼互动质量的策略，即正确认识区域活动的价值，重新定位与集体教学活动的关系；教师做一个积极而敏感的观察者，适时介入；构建生态式区域活动，重视材料投放等，以此提高区域活动中师幼互动质量。 |
| 英文摘要: |
| In order to gain a deep understanding of the interaction between teachers and children in kindergarten regional activities, Using the Classroom Assessment Scoring System as a research tool and adopting a stratified random sampling method to select 112 classes in 40 kindergartens in Guangzhou and Zhongshan, Guangdong Province, the quality of the teacher-child interaction in the regional activities is studied. The study finds that the quality of teacher-child interaction scored the highest on “Emotional Support (ES)” and the score on “Instruction Support (IS)” is at a very low level. In view of this, strategies to improve the quality of teacher-child interaction in regional activities are proposed. |
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