【作者】 王涪蓉；

【导师】 刘云艳；

【作者基本信息】 西南大学 ， 学前教育学， 2010， 硕士

【摘要】 幼儿园活动规则是存在于幼儿园各活动中,旨在维护幼儿安全与纪律,协调幼儿人际关系以及促进幼儿学习的行为规范与准则。对教师来讲,这些行为规范与准则能够维护幼儿园教学秩序,具有一定管理价值；对幼儿来讲,活动规则还有更广泛也是占据主导地位的价值即育人价值,具体表现在活动规则能够促进幼儿社会正义感、自控力以及安全感的发展三方面。活动规则于幼儿的价值是在幼儿园活动规则实际习得过程中逐步渗透和扩展的,为此我们通过观察与访谈考察了幼儿园活动规则习得过程的实际状况,包括活动规则的具体内容、活动规则的导入、呈现、执行与修复方式。在对相关结果进行量化处理以及定性分析的基础上,我们得出了以下结论：1.生活常规是中班活动规则中出现频率最高的规则,而学习、人际交往与道德规则所占据的分量较少；2.显性要求多集中于生活常规中,而隐性要求多集中于人际交往规则中；3.不同教师对规则的强调重点不同。班长多强调关于约束幼儿在家庭的规则,副班更多的是强调生活常规方面的规则,而保育员强调的则是有关幼儿生活习惯的规则；4.大多数规则自身内容适宜,但繁琐、苛刻的要求使得规则内容的实施不尽人意；5.教师在人际交往规则方面涉及较少；6在幼儿园活动规则的导入方式上,教师均趋向于明确命令要求与违规行为,而榜样行为导入与渗透式教育则较少涉及,不同教师在选择导入规则方式上不存在差异；7.幼儿园活动规则的呈现方式以言语方式为主,韵律、标识、动作较少涉及,且四种不同呈现方式之间差异显著；8.幼儿园活动规则的执行中,预警性提醒是教师选用频次最高的方式,其次是隐射、代言人、假问题、贴标签,反复练习的运用最少,各方式的使用之间差异不显著；9.幼儿园活动规则的不同修复方式中,直接暴露是最常用的方式而合作解决是最少使用的方式。各方式使用的频次存在显著性差异。综合观察与访谈信息,我们总结出了幼儿园活动规则在习得过程中三大问题：活动规则的价值过于偏向管理价值,活动规则习得方式单一且强调幼儿的绝对服从。为了探讨幼儿园活动规则习得的有效方式,我们运用行动研究法,以建构主义理论为主,辅之以行为主义理论,在幼儿园真实的教育场景中寻求幼儿园活动规则习得的有效方式,取得了一定的成效,总结出了规则习得的主要方式与外部条件：让幼儿理解规则；使用后果；处理原因；适当运用行为强化：营造安全、信任的情感环境；创设适宜的物理环境：家园合作。更多还原

【Abstract】 Activity rules exist in the various activities in the kindergarten, which are activity regulations and principles aiming to keep children’s safety and discipline, harmonize children’s relationship and positively contribute to children’s learning. In terms of teachers, the regulations and principles can be valuable to maintain children instructing order. Meanwhile, for the children, activity rules still prevail wide and dominant meaning, i.e., education treasure, specifically, to improve children’s justice feeling, children’s self-control ability and safety feeling. The meaning generated by activity rules is penetrated and expanded in the acquisition process of children’s activity rules. Therefore, the realistic condition in the acquisition process is investigated based on the observation and visit study, including specified contents, induction, description, execution and repair method of the activity rules. After quantifying and qualitative analyzing the relevant results, the conclusions are summarized as follows,1. Common life regulations are the highest frequent rules in the middle-class, but learning, communication and moral regulations only comprise a small part;2. Explicit requirement is focused on the life regulation, but the implicit one exists in the communication regulation;3. The emphasized point is different for various teachers. The monitor puts emphasis on the constraining children regulation at home, while the deputy one emphasizes rules in the life regulation. However, the nursery focuses on rules in the life habit;4. Most of the rules are self-adjusting in the aspect of contents, but complicated and rough requirement barricaded the implementation of the rules;5. The teachers contributed less to the communication rules;6. With respect to the method of rule induction, the teachers prefer the clear order requirement and violation behavior considering less example induction and penetration education. There is no difference among the choice for method of induction rule;7. The description way of the activity rule is dominated by language with considering less rhythm, flag and movement. The enormous difference exists in the four description methods; 8. Early warning of reminding is the frequent way in the execution of activity rules. Hint is the second choice. The spokesperson, fake problems, flagging and exercising repeatedly are the least choice ways. There is no large difference among the usage of the ways.9. Among the repair way of the activity rules, direct exposure is most common method. However, cooperation solution is the least one. The application frequency of various methods is enormously different;Compiling the information of observance and visit, it is concluded that activity rules in the kindergarten provoke three questions, the value of activity rules preference to that of management, single acquisition way and absolute obedience. In order to investigate the effective way of activity rules in the kindergarten, the action research method is employed to seek for it in the real education scene according to the main constructivism theory together with the behaviouristic theory. Based on the results, the main ways and external conditions are summarized as follows, allowing children to understand the rules, using results, tacking reasons, properly using action enhancement, constructing safe and trusty emotional environment, creating proper physical environment and home cooperation.更多还原