1、山 西 大 学2009 届在职人员攻读教育硕士专业学位论文幼儿教师有效课堂管理的研究作者姓名 张洪燕指导教师 邢少颖 教授 杨素珍 教授学科专业 教育硕士研究方向 教育管理培养单位 教育科学学院学习年限 2007年 3月2009 年 6月二九年六月A Thesis Submitted for 2009 Master ofEducation Degree at Shanxi UniversityTeachers in Early Childhood Education Research and Effective Classroom ManagementThe authors name Zhan
2、g Hong-YanSupervisor Prof.Xing Shao-ying Prof.Yang Su-zhenMajor Master of EducationField of Research Education ManagementDepartment Science EducationResearch Duration Mar.2007-Jun.2009June, 2009目 录第一章 问题的提出 .11.1 研究背景 .11.2 相关概念界定 .21.2.1 课堂 .21.2.2 课堂管理 .21.2.3 有效课堂管理 .21.2.4 幼儿教师有效课堂管理 .31.2.5 问题行
3、为 .31.3 研究综述 .31.3.1 国外有效课堂管理的研究 .31.3.2 国内有效课堂管理的研究 .61.4 研究的理论基础 .81.4.1 结构功能主义理论 .81.4.2 冲突理论 .81.4.3 人本主义理论 .91.4.4 人际互动理论 .91.4.5 人际关系管理理论 .121.5 研究目的与意义 .121.5.1 研究的目的 .121.5.2 研究的意义 .12第二章 研究的方法 .142.1 研究对象 .142.1.1 观察对象 .142.1.2 访谈对象 .142.2 研究方法 .142.2.1 观察法 .142.2.2 访谈法 .16第三章 研究结果与分析 .183.
4、1 幼儿教师有效课堂管理的观察结果与分析 .183.1.1 课堂环境的观察结果分析 .183.1.2 课堂互动的观察结果分析 .193.1.3 课堂行为调控的观察结果分析 .203.2 幼儿教师有效课堂管理访谈结果与分析 .213.2.1 幼儿教师对有效课堂管理的认识 .213.2.2 幼儿教师有效课堂管理的方式 .233.2.3 幼儿教师的课堂管理行为 .23第四章 幼儿教师有效课堂管理的建议 .254.1 课堂管理的环境创设 .254.1.1 课堂物质环境的创设 .254.1.2 课堂心理环境的创设 .274.2 课堂管理的互动建构 .304.2.1 教师的角色定位要恰当 .314.2.2
5、 促进平等的对话与积极地情感交流 .314.2.3 教师要深入有效的参与 .314.3 课堂管理的行为调控 .324.3.1 积极行为调控 .324.3.2 问题行为调控 .33结论 .36参考文献 .37附录 .40发表文章目录 .43致谢 .44CONTENTSChapter I The problem.11.1 The background to the study.11.2 Define the related concepts.21.2.1 Classroom .21.2.2 Classroom management.21.2.3 Effective classroom manage
6、ment .21.2.4 Classroom management and effective early childhood teachers .31.2.5 Behavioral problems .31.3 Summary.31.3.1 Abroad study effective classroom management .31.3.2 Domestic research and effective classroom management .61.4 The theoretical basis for research .81.4.1 Structure and Function T
7、heory .81.4.2 Conflict theory Psychology.81.4.3 Humanistic Theory.91.4.4 Interpersonal theory .91.4.5 Interpersonal management theory.121.5 Research goal and significance .121.5.1 The objectives of the study .121.5.2 Significance of study.12Chapter II The method of research.142.1 Study .142.1.1 Obse
8、rvation of objects .142.1.2 Interviewed .142.2 Research Methods.142.2.1 Observation.142.2.2 Interview .16Chapter III The findings and analysis .183.1 Kindergarten teachers classroom management effective classroom observation.183.1.1 Classroom environment, observe the results of analysis .183.1.2 Obs
9、ervation of classroom interaction analysis .193.1.3 Classroom observations of behavior-control analysis .203.2 Kindergarten teachers an effective classroom management and analysis of interviews.213.2.1 Kindergarten teachers for effective classroom management .213.2.2 Kindergarten teachers classroom
10、management and effective manner.233.2.3 Kindergarten teachers conduct classroom management .23Chapter IV Effective classroom teachers in early childhood education management .254.1 Classroom management to create the environment .254.1.1 The creation of the classroom physical environment .254.1.2 The
11、 creation of classroom psychological environment .274.2 Construction of an interactive classroom management .304.2.1 Role of teachers to appropriate .314.2.2 The promotion of equal dialogue and the exchange of positive emotions .314.2.3 Teachers should participate in effective depth.314.3 Control th
12、e conduct of classroom management.324.3.1 Regulation of positive behavior.324.3.2 Regulation of behavioral problems.33Conclusion .36References.37Appendix .40Published an article directory.43Thanks.44中 文 摘 要本研究以纲要倡导的以人为本的新课堂管理理念为指导思想，通过与研究对象的交往，对研究对象的观察和访谈，对幼儿教师有效课堂管理进行研究，发现教师在课堂管理中与先进的课堂管理理念和原则相违背的行
13、为，探讨新的时代背景下教师该如何有效的管理课堂，课堂上该如何行为，为改进幼儿教师课堂管理模式，构建幼儿健康成长的课堂管理提供一定的参考。其着眼点看如何构建积极的课堂环境，怎样处理师幼关系，最终达到促进幼儿全面和谐的发展目的。解释影响幼儿教师有效课堂管理形成的因素，并提出建议，为研究对象及与其情况相似的其他幼儿教师提供反思，实践的机会，帮助幼儿教师更加有效的改善自身不适宜的课堂管理行为及其理念，并以此为突破口带动教师新课程理念的深化，促进自身教育教学观念的更新、转变，对幼儿教育改革具有一定的意义。本研究采用观察法和访谈法，选取太原市三所幼儿园的小、中、大班共 18个班的 36名教师和 540名幼
14、儿作为有效课堂管理观察的对象，从课堂环境创设、课堂互动建构、课堂行为调控三个维度进行有效与无效的观察判断。选取上述观察班级的 36名代课教师，并抽样选取各园其他班级教师 18名，共计 54名教师作为访谈对象进行专门访谈。 最后经过统计分析得出以下结论：1.据观察，目前太原地区幼儿教师有效课堂管理中，课堂环境的创设方面有效的管理多于无效的管理，大部分教师能够创设积极的课堂环境，以此提高课堂活动的有效性，促进幼儿的发展。2.课堂管理互动的实际情况有效的比例不高，在师幼互动中教师仍居于更为主动和优越的地位，而幼儿则相对被动。3.在课堂行为调控中，观察发现，大多数教师仍以自身管理者的身份对课堂采取控制
15、手段，以确保课堂在教师的掌控之下顺利进行。4.关于幼儿教师有效课堂管理的建议可从课堂管理的环境创设、互动建构、课堂行为调控三个方面多个维度入手，以促进幼儿全面和谐的发展。关键词：幼儿教师；课堂管理；有效课堂管理ABSTRACTIn this study, the “Outline“ advocated by the new people-oriented concept of classroom management as the guiding ideology, through contacts with the research subjects, research subjects f
16、or observation and interviews with kindergarten teachers on effective classroom management research and found that teachers in classroom management and advanced classroom management ideas and principles of behavior, to explore the context of a new era of the teachers how to effectively manage the cl
17、assroom, how to act in the classroom, teachers in early childhood education to improve the classroom management model, to build the healthy growth of childrens classroom management to provide a reference. Their focus to see how to build a positive classroom environment, how to deal with the relation
18、ship between teacher and children, the ultimate objective of enhancing the full and harmonious development of child care purpose. Explain the impact of early childhood teachers in classroom management and effective form factors, and make recommendations for the study similar to the object and its ot
19、her early childhood teachers reflect on practice opportunities to help children become more effective teachers to improve their inappropriate behavior and classroom management ideas and use it as the breakthrough point lead teachers to deepen the concept of the new curriculum, and promote the concep
20、t of education and teaching self-update, change, reform of early childhood education has a certain significance.This study used observation and interview, select three kindergarten Taiyuan small, medium and large classes a total of 18 classes of 36 teachers and 540 child care as an effective classroom management to observe the object, from the classroom environment to create, build interactive classroom, Three Dimensions of classroom behavior for effective control and observation to determine invalid. Selected to observe the above-mentioned classes of 36 substitute teachers, and the sa
