文档介绍：单 位 代 码 10445
学 号 2013302203
分 类 号 G610
学****方 式 全日制
硕 士 学 位 论 文
（专业学位）
论文题目 幼儿园教师角色游戏的指导能力研究
专业学位名称 教育硕士
方向领域名称 学前教育
申 请 人 姓 名 贺慧
指 导 教 师 张小永 副教授
杨鲁云 高级教师
论文提交时间 2015 年 6 月 8 日
目 录
摘要·······························································Ⅰ
Abstract························································· Ⅲ
绪论·······························································1
一、选题缘由····················································1
二、文献综述····················································4
三、研究目的与意义·············································7
四、研究设计···················································8
五、研究的创新点··············································· 9
第一部分 幼儿园角色游戏与教师指导的内涵及教育意义················11
一、幼儿园角色游戏概述·········································11
（一）角色游戏的涵义···········································11
（二）角色游戏的结构···········································11
（三）角色游戏的特征···········································12
（四）角色游戏的对幼儿发展的价值·······························13
（五）角色游戏与表演游戏的比较·································16
二、教师指导的概念及教育意义··································16
（一）教师指导的概念界定·······································16
（二）“指导”与“参与”、“干预”、“介入”的关系···················16
（三）教师指导角色游戏的教育意义·······························17
三、指导能力的涵义·············································18
第二部分 幼儿园教师指导角色游戏的现状调查························19
一、幼儿教师对角色游戏的重视程度·······························19
二、游戏开展的频率与时间·······································19
三、游戏前的准备工作···········································19
四、游戏过程中教师的指导·······································21
五、游戏的结束与评价工作·······································22
六、教师指导角色游戏的依据及效果·······························23
第三部分 当前教师