农村幼儿园教师消极倾听行为的表征及改进策略  

Improvement Strategies and Representation of Negative Listening Behavior of Rural Kindergarten Teachers

作　　者：刘玥 刘岩[1] LIU Yue;LIU Yan(School of Educational Science and Technology,Anshan Normal University,Anshan Liaoning 114007,China)

机构地区：[1]鞍山师范学院教育科学与技术学院,辽宁鞍山114007

出　　处：《鞍山师范学院学报》2024年第1期70-75,共6页Journal of Anshan Normal University

摘　　要：随着学前教育的普及,幼儿园教师的倾听行为受到越来越多的关注。教师倾听行为分为积极倾听行为和消极倾听行为两种。积极倾听行为会让师幼互动更加顺利,让教学活动更加有效,更有利于幼儿的健康成长;消极倾听行为会影响幼儿的情感体验,破坏师幼关系,给幼儿成长带来不利影响。农村幼儿园教师受自身发展水平、师幼比、工作环境等因素的影响,消极倾听行为表现较多。采用访谈、实地观察等多种形式,深入了解农村幼儿园教师消极倾听行为的现状,并据此从幼儿教师自身和幼儿园两个方面提出改善建议,期望对农村幼儿园教师队伍建设提供帮助。With the popularization of preschool education,listening behavior of kindergarten teachers has drawn more and more attention.Teachers’listening behaviors are divided into positive listening behaviors and negative listening behaviors.Positive listening behavior will make the teacher-child interaction smoother,make teaching activities more effective,and more conducive to the healthy growth of children.However,negative listening behavior will affect the emotional experience of children,destroy the teacher-child relationship,and have a negative impact on the growth of young children.Being influenced by their own knowledge and ability,the ratio between teachers and children,working environment and other factors,rural kindergarten teachers have more negative listening behaviors.This study takes different forms,such as interviews and field observation,to have a deeper understanding of the current situation of rural kindergarten teachers’negative listening behavior,trying to provide suggestions for the improvement of both preschool teachers themselves and kindergartens.

关 键 词：农村 幼儿园教师 消极倾听行为 

分 类 号：G615[文化科学—学前教育学]