幼儿园教师的教育机智探究——以济源市A幼儿园骨干教师为例

幼儿园教师的教育机智探究一以济源市A幼儿园骨干教师为例摘要教育机智，作为幼儿园教师教育追求的目标，代表着教师自身的专业价值，同时也成为衡量教师专业能力的关键指标。在实际的教学实践中，往往会出现很多突发情况，幼儿园很多新手教师难以及时有效的处理，错失了教育的契机，不利于幼儿健康发展。所以，需要重视幼儿教师的教育机智情况，对于幼儿教师的教育机智过程以及相关影响因素进行研究，对于提升教师教育机智水平具有重要的意义。因此，本文基于已有的相关研究，采用访谈法和个案研究法，以济源市A幼儿园骨干教师为研究对象，分析教师群体在实际幼儿教育过程中的教育机智发生过程，分析影响教育机智的相关因素，研究教师教育机智生成的形式，最后提出一定的建议，希望教师在幼儿教学过程中提升自身的专业性，发挥机智教育的作用，提升幼儿教师的教学水平。关键词：幼儿教师；教育机智：教学反思AbstractEducational wit,as the goal of kindergarten teachers'education,represents theprofessional value of teachers themselves,and also becomes a key indicator tomeasure teachers'professional ability.In actual teaching practice,there are oftenmany emergencies,and many novice teachers in kindergartens are difficult to dealwith in a timely and effective manner,missing the opportunity of education,which isnot conducive to the healthy development of children.Therefore,it is necessary topay attention to the educational wit of preschool teachers,and to study the process ofpreschool teachers'educational wit and related influencing factors is of greatsignificance to improve the level of teachers'educational wit.Therefore,based on theexisting relevant research,this paper adopts the interview method and case studymethod,and takes the backbone teachers of Kindergarten A in Jiyuan City as theresearch object,to analyze the occurrence process of educational tact among teachersin the actual early childhood education process,and to analyze the related factors thataffect educational tact.Factors,study the form of teacher education wit,and finallyput forward certain suggestions,hoping that teachers can improve theirprofessionalism in the process of preschool teaching,play the role of wit education,and improve the teaching level of preschool teachers.Key words:kindergarten teachers;educational wit;teaching reflection目录(一)研究背景·········1(二)研究起源·········1.源于教师职业创造性的要求······2.源于幼儿身心健康发展特点的要求··············13.基于实习发现与个人兴趣······二、文献综述············。(一)国内相关文献综述····1.教育机智影响因素的研究··················22.关于教育机智特征的研究··················23.关于教育机智不同学段、不同学科的应用研究研究·······34.关于教育机智类型的研究··················3(二)国外相关文献综述········31.关于教育机智内涵的研究·····2.关于教育机智构成要素以及层次的研究··(三)预计可能出现创新方面····三、概念定界·········4(一)教育机智的概念···(二)幼儿园骨干教师···5四、研究设计········(一)研究问题····5(二)研究对象···(三)研究方法···1.文献研究法··2.访谈法····3.个案研究法···4.观察法···。(四)研究意义····61.理论意义······2.现实意义······五、幼儿园骨干教师教育机智的发生过程···(一)骨干教师对教育情境的感知阶段····61.教师主动捕捉问题·········2.幼儿或外界产生问题··········(二)骨干教师基于理解对问题的确认阶段············71.“教育学理解”是确认阶段的理论基础······2.基于教育学理解确认教育问题·········(三)骨干教师教育机智行动的产生阶段······81.教育机智的行动指向是创造性思想·······2.创造性行为体现教育机智···········(四)骨干教师教育机智行动的反思阶段···9六、幼儿园骨干教师教育机智的类型和生成特点··(一)教育机智的类型············1.尊重幼儿主体性教育机智···2.给予幼儿关注性教育机智··3.引导幼儿反思性教育机智····(二)教育机智生成的特点·····。101.教育机智生成的教育性····102.教育机智生成的连惯性·····10七、幼儿园骨干教师教育机智的影响因素···。。。10(一)教育机智生成的内部影响因素····101.骨干教师的教育惯习···················102.骨干教师的教育意图······113.骨干教师的教育情感····11(二)教育机智生成的外部影响因素···············11八、幼儿园骨干教师教育机智生成的启示与建议············11(一)幼儿教师重视理论和实践性知识的积累，增强反思意识·····11