幼儿园戏剧活动中的问题研究,教育硕士论文

幼儿园戏剧活动中的问题研究,教育硕士论文本篇论文目录导航：【第1部分】幼儿园戏剧活动中的问题研究【第2部分】【第3部分】【第4部分】【第5部分】【第6部分】【第7部分】【第8部分】【第9部分】【第10部分】摘要当前，我们国家关于幼儿戏剧教育的实践与研究逐步增加，但有关幼儿园戏剧活动的理论研究与施行方式方法的研究明显缺乏。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施行现在状况及存在问题，利用观察法、访谈法和案例分析法等研究方式方法进行分析总结，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，通过研究发现当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：一是愉快浓郁的游戏性；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；五是介入人员的互动性；六是活动内容的生活性。再次，从六个方面阐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；六是有助于提高老师的专业能力。第二部分，对当下幼儿园戏剧活动开展的现在状况及问题进行了分析：现在状况：当前幼儿园戏剧活动的存在形态及现在状况：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泼踊跃。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介入，多以老师和部分具备表演特长的幼儿为主，家长介入较少且专业人士介入指导的情况极少。研究者通过对现在状况的把握和详细的幼儿园戏剧活动，发现并总结幼儿园戏剧活动存在的一些主要问题：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，忽略经过体验；四是区域活动繁多，指导老师缺乏；五是老师专业素养低，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，老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，老师的压力来自更高层次一层的管理者，当教育工作成为负担，老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，导致幼儿老师缺乏戏剧专业素养的培养。原因四，受外来戏剧教育经历体验的影响，难免迷失了自个的方向，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考虑与建议。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经过中，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。提倡根据幼儿园实际情况开展多层次戏剧活动。对策三，重视全体幼儿的介入，加强幼儿介入戏剧活动的体验。戏剧活动的包涵性和整合性，为全员介入带来了可能性。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，发挥老师的指导作用。幼儿园戏剧活动以经过为导向，以幼儿的发展为目的，鼓励幼儿积极主动介入戏剧活动，改变老师绝对主导的状况。对策五，提升老师专业素养，注重对幼儿戏剧活动的反思与评价。从高校开场，为学前专业的学生设置幼儿戏剧教育课程，培养一线老师的戏剧素养，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，鼓励家长介入。以戏剧活动为载体，促进家庭、社区与幼儿园共同培育幼儿。幼儿园与老师应以多种形式鼓励家长介入到戏剧活动中来。本文关键词语：幼儿园戏剧活动；问题；对策AbstractAtpresent,therearemorepracticeandresearchonchildrensdramaeducation.However,itisobviousthattherearedeficienciesintheoreticalresearchandimplementationmethodaboutkindergartendramaactivities.Throughtheinternshipinkindergarten,byassociatingthecurrentsituationandproblemsofdramaactivityimplementationatseveralkindergartensinJinan,usingobservationalmethod,interviewingmethod,caseanalysismethod,etc,toanalyzeandsummarize,theresearcherproposessomecountermeasuresandadviceofsolvingtheproblemsinkindergartendramaactivities.Therearethreemainpartsinthisthesis.Partone:thetheoreticaloverviewandvalueofkindergartendramaactivities.Initially,theresearchercarriesoutconceptdefinitionsforkindergartendrama,kindergartendramaeducationandkindergartendramaactivities.Theresearcherfindsthatthefourmajorkindsoforganizationformsofkindergartendramaactivitiesatprovincialfirst-classarereportingperformance,stageperformance,performanceasateachingmethodandthematicperformance.Secondly,baseonthefourmajorformsandcombiningwithpracticeresearch,theresearchersummarizesthesixcharacteristicsofkindergartendramaactivities.First,game-playwithrichhappiness.Second,conflictbetweensimplificationandinterest.Third,diversityoforganizationforms.Fourth,conformityofscientificfields.Fifth,interactivityofparticipators.Sixth,contentofliving.Moreover,theresearcherdiscussedvaluesofdevelopingkindergartendramaactivitiesfromsixaspectswhicharedevelopmentsofchildrensphysiology,cognition,socializationofchildren,aestheticsability,goodemotionandalsothedevelopmentofteachersprofessionalcompetence.Parttwo,theresearcheranalyzesthecurrentsituationandproblemsofdevelopingkindergartendramaactivities.Belowisthecurrentsituationofdramaactivitiesinkindergarten.First,thereportingperformanceplaysadominantrolewhilethestageperformanceisonlynominalandthethematicperformancedevelopsslowly.Then,thereareproblemsofsmallimplementationscopeandunbalancedregionaldevelopment.Fromtheperspectiveofregion,theorganizationanddevelopmentinbigcitiesismuchmaturerthanthatinthemiddleandsmallcities.Botheconomicdevelopmentlevelandeducationresourceallocationintheeasternregionarebetterthanthatinthewesternregion.Finally,themainparticipantsofdramaactivitiesareteachersandsomechildrenspecializedinperformancewhilefewparentstakepartinitandtheguidancefromprofessionalsislittle.Throughresearchingthecurrentsituationandparticipatinginspecifickindergartendramaactivities,theresearcherfindsandsummarizesthemainproblemsofdramaactivitiesinkindergartenincludingthesingleorganizationformandstrongutilitarianism,payingmuchattentiontotheperformerswhileignoringtheaudience,caringtheresultsmuchmorethantheexperience,lotsofregionalactivitiesbutlittleguidancefromtheteachers,lowprofessionalqualityandlaggingevaluationreflection.Thereasonsofhavingsuchproblemsareasbelow:First,thetraditionaladult-basisdramaeducationhasneverdisappeared,sotheteachersplayaleadingroleintheprocessofguidance,butthechildrenarejustactorswithoutmorerighttospeak.Second,thetraditionaladult-basisdramaeducationhasneverdisappeared,sotheteachersplayaleadingroleintheprocessofguidance,butthechildrenarejustactorswithoutmorerighttospeak.Third,thepreschooleducationmajorincollegelacksdramacoursesandthekindergartenteachersdonothaveenoughprofessionaldramatraining.Fourth,beinginfluencedbyforeigndramaeducationexperience,theteacherswillunavoidablylosedirection,ignoringorevenabandoningthedramacreation,butonlydrawinglessonsfromforeignworks.Partthree:reflectionsandsuggestionsoncountermeasuresofkindergartendramaactivities.First,peopleshouldsetupacorrectconceptofchildrensdramaeducationandencouragekindergartenstoholddramaactivities.Duringtheprocessofacceptingdramaeducation,childrenmayenjoyhappinessbroughtbydramaactivitiesandexperienceemotionsimpliedinthem,Second,theorganizationformofdramaactivitiesinkindergartenshouldbeenrichedwhiletheutilitarianpurposeshouldbeweakened.Theresearchersuggestsmultiplearrangementofdramaactivitiesbasedonkindergartenspracticalsituation.Third,thekindergartenshouldpayattentiontoallchildrensparticipationandenhancechildrensexperienceofparticipatingindramaactivities.Theinclusivenessandconformityofdramaactivitiesmaketotalinvolvementpossible.Boththeparticipantsandaudienceareequalimportant.Fourth,theteachersshouldadheretochildren-orientedprincipleandplayaguidingrole.Thekindergartendramaactivitiesshouldbeprocess-orientedandaimingatchildrensdevelopment.Peopleshouldencouragechildrentoparticipateindramaactivitiesandchangethesituationofteacher-centered.Fifth,theteachersshouldstrengthentheirprofessionalaccomplishmentandpayattentiontothereflectionandevaluationofchildrensdramaactivities.Universityisthebeginning.Studentsmajoringatpre-schooleducationshouldhavekindergartendramaactivitycoursestodevelopthedramaaccomplishmentoffront-lineteachersandstrengthentheequalpositioninevaluationandreflectionofkindergartendramaactivities.Sixth,peopleshouldmakefulluseofthefamilyandsocialresourcesandparentshavetoparticipateinit.Thedramaactivityshouldbethecarrierofpromotingthejointchildreneducationfromfamily,communityandkindergarten.Thekindergartensandteachersshouldencourageparentstoparticipateindramaactivitiesbyusingdiversifiedforms.Keywords:Dramaactivitiesinkindergarten,problems,countermeasuresClassificationCodes:G612目录摘要IAbstractIV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〕当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、国内外研究现在状况4〔一〕国外研究现在状况4〔二〕国内研究现在状况6五、研究方式方法