基于幼小衔接工作环境下的大班幼儿自主能力培养的研究——以江阴市夏港实验幼儿园为例-教育管理专业论文.docx

I I 基于幼小衔接工作环境下的大班幼儿自主能力培养的研究——以江阴市夏港实验幼儿园为例 中文摘要 基于幼小衔接工作环境下的大班幼儿自主能力培养的研究 ——以江阴市夏港实验幼儿园为例 中文摘要 我国幼小衔接问题，虽早已引起专家，教师的高度重视，并做了大量有益的工作 和研究，也取得了一定的成效，但从总体来看，还存在不少问题。比如在幼儿园大班， 课桌的摆放形式有所改变，课节时间延长，游戏时间、活动数量减少，有些最多组织 幼儿到小学参观一下或请小学生回园介绍一下小学生活。而幼儿的适应能力、有意注 意的持久性、学习的主动性、积极性、自制力等常常被忽略了。在幼儿园大班的教育 工作中，教师不仅要完成认知方面的教学，更要注重幼儿自主能力的培养。本课题以 夏港实验幼儿园作为实证研究的对象，通过访谈和分析，有三个研究目标：1 探究 基于幼小衔接工作环境下的幼儿园大班自主能力培养的设计和形成；2 分析基于幼 小衔接工作环境下的幼儿园大班自主能力培养的特征和功能，提出此种培养模式的具 体操作方式方法；3 依据幼儿、教师、家长三个维度，提出一些基于幼小衔接工作 环境下的幼儿园大班自主能力培养实践研究的成效和建议。 关键词：幼小衔接；自主能力；大班幼儿 作 者：蒋 琴 指导教师：李健宁 II II 英文摘要 基于幼小衔接工作环境下的大班幼儿自主能力培养的研究——以江阴市夏港实验幼儿园为例 The culture of autonomy based on the working environment of the young convergence class children - summer in Hong Kong, Jiangyin City, Experimental Kindergarten Abstract The question of convergence of the young, has caused a high degree of attention of the experts, teachers, and has done useful work and research, but also achieved some success, but the whole, many problems still exist. Such as large classes in kindergarten, desks placed in the form of a change in lesson time, game time, reduce the number of activities, some up to organize the children to primary schools to visit them, or ask pupils back to the park to introduce primary school life. Childrens ability to adapt to the persistence of conscious attention, learning initiative, enthusiasm, self-control is often ignored. In the kindergarteners education, teachers not only to complete the cognitive aspects of teaching, to pay greater attention to the cultivation of self-ability in young children. Xiagang Experimental Kindergarten, the subject as the object of empirical research, through interviews and analysis, there are three research objectives: to explore the training design based on the autonomy of young convergence of the working environment kindergarteners, and the formation; 2, analysis of the convergence of work based on the young kindergarteners features and functions of the independent capacity-building environment, pr