幼儿园新入职教师与小班幼儿有效沟通的策略研究

论文总字数：9693字

摘 要

】幼儿园教师和幼儿生活在一起，做游戏、讲故事、唱歌等各种活动无不使师生之间在思想、感情上发生某种交流，由于教师与幼儿间的沟通具有较大的教育性，所以教师如何选择适合幼儿的良好沟通手段与方式就显得尤为重要。对此，本文着眼于幼儿园新入职教师与小班幼儿这两个“新入园个体”，从中探讨两者沟通交流中的现状问题，结合幼儿园新入职教师与小班幼儿的双方面特点，提出进行有效沟通的对策，建立相向互动的沟通系统，更好的加强幼儿园新入职教师与小班幼儿的沟通，促进新入职教师与小班幼儿的共同成长。

【关键词】幼儿园，新入职教师，小班幼儿，有效沟通

Abstract: The kindergarten teachers and children live together, play games, tell stories, singing and other activities are made between teachers and students have some exchanges in the thoughts, feelings, because the communication between teachers and children with educational larger, so the teacher how to choose suitable for children"s good communication means and way is particularly important. In this regard, this paper focuses on the new kindergarten teachers and young children which two "admission of new individual", discuss the status of communication in both the double characteristics, combined with the new teachers in kindergarten and preschool classes, put forward the countermeasure for effective communication, the establishment of communication systems are interactive, strengthen new teachers in kindergarten and preschool classes communicate better, promote the growth of new teachers and young children.

Key words: kindergarten,new teachers,young kids,effective communication

目录

1 引言·······················································3

2 基本概念界定···············································3

2.1 幼儿园新入职教师·········································3

2.2 有效沟通·················································3

3 幼儿园新入职教师与小班幼儿有效沟通中存在的问题·············4

3.1 沟通中新教师不尊重小班幼儿·······························4

3.2 新教师在心理沟通氛围营造中情感投入不足···················4

3.3 新教师缺乏有效的交流与指导技巧···························4

4 幼儿园新入职教师与小班幼儿沟通的问题成因分析···············5

4.1 新教师的教育观念有待完善·································5

4.2 新教师需要时间来适应角色转换·····························6

4.3 新教师沟通交流的实践能力有待提高·························6

5 幼儿园新入职教师与小班幼儿有效沟通的策略构建···············6

5.1 提升新教师观念，使沟通有基础·····························6

5.2 加快新教师的心理适应过程，使沟通有条件···················7

5.3 提高新教师的交流指导技巧，使沟通有效率···················7

5.3.1 “听”孩子的声音为切入点·································8

5.3.2 “创”和谐的环境为基础·································8

5.3.3 “用”多样开放的沟通方式为手段·························8

结论·························································10

参考文献·····················································11

1 引言

幼儿园教师与幼儿的沟通交流是幼儿一日生活中必不可少的成分，对于新入职教师来说，在缺乏保教经验的前提下，既要扮演与小班幼儿沟通交流的主动者，又要扮演小班幼儿主体性的支持者，在角色适应中寻求与小班幼儿的有效沟通。对于小班幼儿来说，刚进入幼儿园，不适应幼儿园的生活，不会与外界进行有效沟通，同时言语表达能力较弱，在与教师进行沟通交流时，易造成教师的不理解，从而加大了新教师与小班幼儿之间沟通的难度。

《纲要》提出建立良好的师生关系，这就要求教师与幼儿之间要形成有效沟通的通道，提高新入职教师与小班幼儿的沟通交流质量，为幼儿园新入职教师的专业成长提供必要的帮助，也使得小班幼儿在与教师每一次沟通中，不断发展自我，建构自己的行为，逐渐融入集体，适应幼儿园生活。对于新教师与小班幼儿来说，这样的通道建立会显得些许的困难，具体的通道建立方法仍然值得我们去发现、思考。

2 基本概念界定

2.1 幼儿园新入职教师

幼儿园有这样一个教师群体，刚进入工作岗位不久，完成了所有入职前训练教育课程，包括学生阶段的教学实习，并取得国家规定的教师资格，受雇于某个幼儿园，并且负有的责任常与那些较有经验的教师所必须负有的责任在种类和程度上是相同的，而自身却没有达到成熟的教师，我们称这样的群体为幼儿园新教师。本研究将幼儿园新教师界定为在幼儿园工作岗位上从事教育教学工作1—2年的教师。

2.2 有效沟通

剩余内容已隐藏，请支付后下载全文，论文总字数：9693字