摘要
教师支持型教学理论提出教师支持分为自主支持、结构支持与人际卷入支持三个维度,其中教师的自主支持是儿童在阅读区自主学习时的重要需求。现实中教师的自主支持并没有满足幼儿的高质量自主发展,仅仅停留在了低水平层面。研究发现幼儿在阅读区内存在环境支持、材料支持、活动支持和情感支持的需求,而满足幼儿自主支持需求面临教师对自主支持认识不足、支持能力不足、幼儿园规章制度限制的困境,进而针对教师自主支持的提升策略提出了教育建议。
Teachers’need supportive teaching proposes that teacher support is categorized into three dimensions:autonomy support,structural support and interpersonal involvement support,among which teachers’autonomy support is an important need of children when learning autonomously in the reading area.However,in reality,the autonomy support of teachers does not meet the high-quality autonomous development of children,but only stays at a low level.The results found that children’s need for environment support,material support,activity support and emotional support existed in the reading area,while meeting the demand of children’s autonomous support faced the dilemma of teachers’lack of awareness of autonomy support,insufficient support capability,and restrictions imposed by kindergarten rules and regulations,and finally,educational suggestions for teachers’autonomy support enhancement were put forward.
作者
杨江泓
张妮妮
YANG Jiang-hong;ZHANG Ni-ni(School of Education,Changchun Normal University,Changchun 130031,China)
出处
《陕西学前师范学院学报》
2023年第9期96-103,共8页
Journal of Shaanxi Xueqian Normal University
基金
吉林省社会科学基金项目(2021B149)。
关键词
区域活动
阅读区
教师支持型教学
自主支持
regional activities
reading area
teachers’need supportive teaching
autonomy suppor
作者简介
杨江泓,女,河北廊坊人,长春师范大学教育学院硕士研究生;通讯作者:张妮妮,女,辽宁普兰店人,长春师范大学教育学院副教授,教育学博士,硕士研究生导师,主要研究方向:学前教育基本理论,幼儿教师专业发展。
