幼儿园个案分析怎么写？英文双语对照

幼儿个案观察记录分析如何写（含示例）

XX小朋友性格非常活泼，好动。无论什么活动都很积极、主动，但是调皮捣蛋的成分居多。如：小朋友刚站好队准备游戏，他就冲过来冲过去，把队伍搅乱，或者游戏时带头做许多很危险的动作；无论课堂气氛多么活跃或安静，他都是不停的动啊动，不是玩玩手，就是扭扭身子转过来转过去的。总之，他无时无刻不在动。每一次，老师刚提醒他不到2秒，他就又恢复了他的好动。

实施措施

1．针对的XX这些行为，我们首先从思想上让他认识到自己行为不足，然后再采取语言提示等直观教育手段纠正幼儿的行为，这样幼儿就容易接受。

2．孩子小，他的行为容易反复，不容易得到巩固，因此，要利用日常活中的教育契机，坚持不懈。

3．及时与家长沟通，争取得到家长的配合教育，这样才能达到事半功倍的效果。（从小班时，针对孩子的问题，我们屡次和家长做了沟通，家长从未重视过。现在大班了，家长看到孩子的情况着急了，天天追着老师问怎么办？）

效果

基本上没有改观，父母也说他们也没办法，用尽了各种方法不管用，刚说完，不到2秒就又恢复本性了，管不了。

针对这个问题，在日常生活中，我经常和他谈话，主动和他聊天，活动中经常用鼓励的眼神、肢体动作提醒他，并且让他和性格内向的孩子搭配组合，为他的交往创造一个互补的环境，给他充足的空间表现、展示自己，并对他的点滴进步进行表扬和鼓励。经过努力，都没有得到良好的教育效果，因为不论怎样，他都只能坚持2秒钟。

分析

每个孩子所处环境不同，他的习惯也不同，每个孩子都有一个自我成长、发展的过程，孩子会随着环境的改变而改变。

这个孩子大部分时间在家中，面对那样自由的空间，在无人监督的真空状态下，渐渐养成了自由散漫的习惯。他什么道理他都懂，也很清楚什么是错的，什么是对的，可就是自己控制不住自己的行为。

孩子在成长的过程中，没有人帮助他养成良好的行为习惯，久而久之，他的无意性的行为得不到发展，就成了现在这样。

幼儿园观察记录怎么写

“幼儿园观察记录怎么写”导语：观察是幼儿教师走进幼儿心灵的主要手段，写好幼儿园观察记录是幼儿教师分析幼儿行为背后原因的一条通道，同时也是幼儿教师更好的了解孩子的重要途径。

可是，如何观察？如何分析和记录？幼儿园观察记录都包括哪些方面的观察？每一种观察记录需要从哪方面来记录？……许多问题却常常困扰着老师们。以下为您介绍“幼儿园观察记录怎么写”：

一、观察记录的性质和意义

就教师局部的行为而言，有些观察显然是不需要做记录的――如果教师的观察是为了眼下的判断和即刻要采取的教学行动的话。而就教师全部的教学行为而言，从有意识的程度来排列，则是从无观察的教学行为、以观察为基础但无记录的教学行为，最后到以有记录的观察乃至以系统的长期观察记录为基础的教学行为。

所以，从这个序列上来看，要建立教学活动的规范和科学的充分依据，仅仅知道要观察、观察什么和如何观察，是远远不够的。没有合适的记录工具的观察，就像没有反思和计划的教学一样，很难保证有切实的进步。

（一）观察记录是一种有目的的行为

记录可以有多方面和多层次的目的。其最基本的目的，在于它是观察的一个辅助环节，是观察的一个因素或后期的延续。因此，常见的情况是，要观察什么，就要记什么。当然，从记录的过程中产生新的观察目的，也是很可能的。

但这只是朝前看的目的，记录还有一个朝后看的目的，这就是，记录是为了给教师的自我管理和反思成长提供反馈。从功能上来看，它作为观察和反馈之间的中间环节而存在。教师的全部记录文本可以保存在一个特别的地方，但是记录内容本身是没有任何独立性的。如果一种行为和现象被记录下来之后，这些记录不在当时和以后得到利用、分析、整理，并从中获得有关启示，那么之前的记录是没有任何意义的。

但是，由于记录本身的特点，是形成物质的、静止的文件，不是稍纵即逝的场景和观念，也不是某种用于一次性消耗的物品，所以它可以被重复利用，当然也就可以跳出单纯的教学流程之外，被派作别的用途，比如用于研究，用来和家长交流或进行汇报，用于同事之间的讨论，以及各种评价或评比活动。

（二）观察记录是一种有计划的行为

当我们说教育是一种有计划的行为的时候，并不排除偶然的、生成的和突发的情况。但是我们现在也已经知道，生成的灵活性，并不完全是计划性的例外，反而是要以一定的计划为基础、为根据的，或者有时候是作为计划的补充。同样道理，当我们说观察记录是一种有计划的行为时，并不排除少数情况下临时偶发的、或者某些一次性的记录，并且有些不成熟的计划是很容易发生变化的。

观察记录的计划性在于它需要有一定时间安排和方式进程等方面的规划，其中包括记录的规模、频率、时间段、总时间长度、辅助工具（包括表格和各种机器设备）的设计与使用、保存与整理，等等。

（三）观察记录是一种有丰富意义的行为

有规律的记录和良好的记录工具，不但本身具有十分重要的意义，而且能够产生许多附带的、有时候是不期而至的效益：

1. 书面的记录比大脑的记忆，在客观性和真实性上更有保证，更不容易随着时间的推移而消退。

2. 书面的记录可以进一步加深大脑的记忆。

3. 记录是对现象进行重新整理、在意识中进行澄清和思考的过程。

对于教师的记录而言，这个思考的过程具有多方面的重大意义：其一，可以增进和加深教师对于幼儿当前各方面的发展情况的了解，把握他们的兴趣、交往和人际关系情况、所面临的问题和各种生长中的能力；其二，可以发现课程生成的来源，或者渗透某些教育教学内容；其三，按照一定的规范和要求进行的记录，本身内含着教师对于其教学行为的反思过程和对于师生互动过程中所发生的一切的理解过程，帮助教师清理有关目的是否明确、手段和目的是否符合、什么地方还需要改进、幼儿的反应是否合乎教育教学的预期、为何幼儿会有这样的反应等等问题。

4. 记录还可以帮助教师。

思考一个目前没有引起大多注意的一个问题：教育过程中的许多现象、教育环境中的许多材料缺乏合适的命名。这是因为具体的进行中的教育教学过程是缺乏反思的，是行动性和场景性的，所以它要么不需要概念，要么由于实物和场景的帮助，不需要准确的或事先得到公认的概念、然而记录则不然，它是反思性的，是脱离具体行动和场景的，而且是用规范化的书面语言来进行的活动，所以有关现象和实物的命名问题，就成为了现实的不方便，进而在反思中直接成为了教师把握的对象。

5. 记录对于观察行为的反作用：它规范、便利教师的观察，使观察成为教师的习惯，保证有效省时，它也使得教师在以后观察的时候更有方向性。

6. 长期记录的积累，可以产生多方面的效益：在总体上了解资源的使用情况，了解幼儿的兴趣和在某些方面的发展水平，了解幼儿之间的个别差异；在局部上了解个别幼儿的现象背后的原因，了解其发展的历程，了解某些材料发挥作用的规律、原理。

7. 持续的、有方向的记录，可以检验教师的某些假设、措施的效用如何，是否需要以及如何进行调整。

8. 它对于教研活动、教师之间的合作交流以及家园信息之间的沟通等等，起到媒介作用。

9. 它是教师个人的档案库的重要部分，是其日后进行自我反思和专业提升的历史基础。

二、观察记录的分类和范畴

（一） 根据记录的结构性（也对应着观察的结构性）划分：

1. 开放的日记式或轶事性记录。该记录方式在局部观察、随机观察中经常使用，类似于日记或记叙文。这种记录常常是一种个案研究，或是对某一个特定问题的思考；它追求“质”，而不保证“量”；它常常没有预先的结构，不对情境作人为的分解，而是尽可能地从某一个角度，保持情境、对象的真实和完整。写作要求：对于特定事件的记录，无论以事后或现场的方式进行，都应当尽可能包括以下要素。

（1）原始记录

特定事件的记录并不完全排除观察者的感受、评论和其它主观的意见，但是第一步的工作，则必须要保留一个事件的原始记录，而且该原始记录应当尽可能是客观的、具体的、直接引用的。记录者在原始事件中不应当追求可以理解的完整性，不应当对行为者的动机、目的、感受妄加揣测，而只应当追求可以直观的完整性，即知觉到的过程与事件。

（2）记录者的观点和理解

教师在教学过程中的研究不以研究自身为目的，不以发现为满足，而是为了实用，为了指导和教学；它不是在工作之外来研究工作，而是边工作边研究，将研究变成工作的一个流程、一个步骤，使研究附属或内化到工作之中。这样，教师一切的观察工作，收集信息的工作，都不能离开她的理解和判断。

纯研究的要求和纯工作的要求之间的矛盾问题，需要有一个调谐的但又不是平庸化的处理。我们的基本原则是，首先要保证每一方的独立性，明确各自的要求和条件，然后要以研究的过程与结果服从于工作的需要。也就是说，我们的目的是主观性和价值追求，但是我们将客观性和规律性放在出发点的位置。这是我们从事一切教育实践工作、管理工作和研究工作的一个普遍的准则。因此我们具体的处理原则和措施是：

第一，只有完成了原始记录之后，观察者的判断、推理和感受才可以以某种形式“附加”在原始记录之上，如加括号、旁注，或者结尾的点评分析等等，但不是不加区分地“渗透”、混合在其中。

第二，一个已经完成的教育过程或现象的“质”的记录文本，不能缺少记录者的判断、推论、反思、理解、印象、感受等主观的成分，因为记录者不是一个无关的研究者，而是对眼前的场景、现象负有责任的、对一些现象事件带着实用的关心的内部成员。而上述主观成分，是记录者对此负责和关心的具体表现，也是完全合理的表现。

第三，大量的观察记录不仅反映教师出于观察目的而进行的活动，更要突出教师自己的行为本身。而对于自身行为的记录，记录者完全可以如实地反映自己当时的感受、动机，当然有时候也要用旁注或括号的方式，但是在性质上就不再是对别人的心理过程的推论了。一个人在情境中现场意识到的意念、情绪，理应同别人的行为一样，都属于可以观察到的、留有痕迹的，因而是对于自身具有同等客观性的因素。

（3）完整的过程和场景

这主要指经过整理的、或是事后回忆的记录，对于现场记录则不可能作此要求。这不仅因为时间的缘故，主要是因为现场记录要求最大的客观性、直接性和丰富性，这些要求和完整性都是有冲突的。

事件的记录有两个侧重点，一个重在现象，一个重在人的行为。反映人的记录，着重在揭示人的行为的背景、动机、目的、过程、结果、反馈以及其中的种种影响因素，如记录一个幼儿的个案。反映现象及其规律的记录，则着重在反映事情的来龙去脉，如记录一件事情的讨论和处理。由此可见，不论何种记录，都要求是完整的，反映全过程的，交代背景、影响因素和后果的。它必须有某种连续性。

Cheeper how is analysis of case observation record written (contain give typical examples)

XX child disposition is very lively, good move. Whatever activity is very active, active, but the composition of piquant make trouble is in the majority. Be like: The child just stood still the team prepares game, he develops strong past, the team roily, perhaps be the first when game make a lot of very dangerous motions; No matter how active or classroom atmosphere is quiet, he is ceaseless move ah move, not be to play play a hand, twist namely twist a body to turn come over to turn around. Anyhow, his all the time is not being moved. Every time, the teacher just reminded him to be less than 2 seconds, he is good with respect to what restored him again move.

Executive measure

1. The XX that be aimed at these behavior, we let him realise him action is insufficient from the thought above all, next the action that the intuitionistic education measure such as reassume language clew corrects cheeper, such cheeper are recipient.

2. The child is small, his behavior relapses easily, get not easily consolidating, accordingly, want to use the educational turning point in day-to-day work, unremitting.

3. Communicate in time with the parent, strive for those who grow excellently to cooperate education, such ability achieve the result of get twice the result with half the effort. (from Xiaoban, be aimed at the child's problem, we were done with the parent frequently communicate, the parent never has taken seriously. Now the top class in a kindergarten, the parent sees the child's circumstance is anxious, how chasing after a teacher to ask to do every day? )

The effect

Basically did not change, parents also says they also do not have method, exhausted all sorts of methods are used without giving thought to, just said, do not restore nature again to 2 seconds, be in charge of.

Be aimed at this problem, in daily life, I often talk with him, chat actively with him, the classics in the activity often reminds him with movement of encouraged eyes, limbs, and let he and introvert child collocation combination, the association that is him creates a complementary environment, to him enough space is behaved, reveal oneself, undertake praise and be encouragemented to his a bit progress. The course tries hard, did not get favorable educational result, because no matter how, he can hold to 2 seconds only.

Analysis

Every child is located the environment is different, his habit is different also, every child has an ego to grow, the process of development, the child can be changed as environmental change.

This child is between greater part time-sharing in the home, face free in that way space, below the vacuum state that controls in nobody, gradually nurturance the habit of lax in discipline. He knows his what truth, very clear also what is wrong, what is right, can be the action that oneself do not dominate oneself.

The child is in the process that grow, help the deed with his good nurturance be used to without the person, as time passes, his innocently sexual behavior cannot get development, became now such.

Nursery school observes how the record is written

"How does record of nursery school observation write " guide language: Observation is the main measure that child teacher walks into cheeper heart, writing good nursery school to survey a record is a passageway of reason of backside of behavior of cheeper of child teacher analysis, also be the child teacher's better important way that knows the child at the same time.

But, how to observe? How be analysed and to how be analysed and record? Does nursery school observe the observation of what respect the record includes? Does avery kind of observe the record needs to from which respect be recorded? ... a lot of problems often are perplexing teachers however. Introduce for you below " how does record of nursery school observation write " :

One, the nature that observes a record and meaning

With respect to the teacher's local action character, some observation are not to need those who make a record apparently -- if if pedagogic observation is for the judgement of at present and the education that should take instantly,acting. And with respect to the teacher's entire education act character, will arrange from conscious degree, it is from the education behavior that does not have observation, it is a foundation in order to observe but the education behavior that does not have a record, arrive to be education behavior of the foundation in order to have the observation of the record and even the long-term observation record with the system finally.

So, will look from this alignment, want to build the standard of education activity and scientific sufficient basis, know to want observation, observation merely what and how to observe, it is far insufficient. Without the appropriate observation that records a tool, the teacher and student that resembles did not think over and planning is same, assure very hard to have cogent progress.

(one) observation record is a kind of purposeful behavior

The record can have many sided and mutiple level objective. Its most primary purpose, depending on it is a of observation auxiliary link, it is the continuance of an element of observation or later period. Accordingly, common circumstance is, want what to observe, be about what to write down. Of course, produce new observation goal from inside the process of the record, also be probable.

But the end that this just sees before face, the record still has the end that sees after a face, this is, the record is to manage to pedagogic ego and think over grow offer feedback. Will look from the function, it exists as the intermediate link between observation and feedback. Overall record text of the teacher can maintain presence a special place, but record content itself does not have any independent character. After if a kind of behavior is mixed,the phenomenon is come down by the record, after these records are absent to be mixed at that time, get using, analysis, arrange, obtain concerned enlightenment from which, so the record before does not have any meanings.

But, because record the characteristic of itself, be form material, dormant file, not be the setting of fleeting and idea, also not be some kind is used at one-time the article that use up, it is so OK by repeated usage, also can jump out of course besides pure education flow, by the utility that the clique bids farewell, use at research for instance, with come and undertake reporting, with the discussion between the colleague, and all sorts of evaluations or activity of appraise through comparison.

(2) observation record is a kind of calculated behavior

Preach when us Yo is a kind of calculated behavior when, do not eliminate accidental, generate with sudden circumstance. But we also had known now, generated flexibility, not be the exception that plans a gender completely, want to be a foundation with definite plan however instead, those who be a basis, perhaps be the complement that serves as a plan occasionally. Same argument, becoming us to say to survey a record is a kind of calculated when behavior, do not eliminate a few circumstance to fall temporarily abiogenesis, certain perhaps one-time record, and a little immature plan is of very incidental change.

The plan sex that surveys a record depends on it needing to have the program of the respect such as certain timeline and means process, the scale that includes a record among them, frequency, time paragraph, total time length, auxiliary tool (include form and all sorts of machine equipment) design and use, save with arrange, etc.

(3) observation record is a kind of action that has rich sense

Have regular record and good record tool, not only itself has very important sense, and can arise a lot of accessary, it is the benefit that come unexpectedly occasionally:

1.Written record compares the memory of cerebrum, have more on objectivity and authenticity assure, more not easy as the elapse of time subsidise.

2.Written record can deepen the memory of cerebrum further.

3.The record is right the phenomenon has the rearrange, process that has clarify and reflection in consciousness.

To pedagogic record, this reflection process has the great sense of many sided: One of, OK and promotional and deepen a teacher current to cheeper the develops a case understanding of each respect, the interest that holds them, association and human concern case, problem that faces and the ability in all sorts of growth; Secondly, can discover the source that course makes, perhaps permeate content of certain education education; Thirdly, according to proper standard and the record that ask to undertake, all what itself is embedded teacher happens to the in reviewing process and interactive to teachers and students process place of its education behavior understanding process, help teacher clears about the purpose whether clear, method and purpose are accorded with, where still needs to improve, whether does the reaction of cheeper anticipate accord with what teach teacher and student, why cheeper can have such reaction to wait a problem a moment.

4.The record still can help a teacher.

Ponder over to did not pose a problem that notes mostly at present: A lot of material lack in environment of a lot of phenomena in teaching a course, education name suitably. This thinks over, be action sex and setting sex, so its or does not need a concept, the or help as a result of objective and setting, do not need accurate or get accepted idea beforehand, record however criterion otherwise, it reviews a gender, break away from specific action and setting, and it is the activity that the written language that uses standardization will come undertake, concern phenomenon and objective so name a problem, became actual inconvenience, became the target that the teacher holds directly in think over then.

5.Record to watching action counteractive: The observation of its standard, convenience teacher, make observation makes pedagogic habit, when assuring effective province, it also makes the teacher has more when observing later directional.

6.Of long-term record accumulate, can produce the beneficial result of many sided: In the use situation that understands resource on the whole, know the development level of the interest of cheeper and in some way, understand the individual differences between cheeper; Be in local on the reason of the phenomenal backside that knows individual child, know the course that its develop, understand certain material to develop the rule of action, principle.

7.Last, the record that has way, can examine the effectiveness of certain hypothesis of the teacher, measure how, whether need and how to undertake adjustment.

8.It grinds to teaching the communication between the cooperative communication between activity, teacher and home information is waited a moment, have agency effect.

9.It is the substantial of the record library of pedagogic individual, it is the historical base that its have ego thinks over to promote with major in the future.

2, the classification that surveys a record and category

(one) the structural sex that the basis records (the structural sex of corresponding also observation) differentiate:

1.Open diary mode or anecdotical sex are recorded. This record pattern often is used in local observation, random observation, be similar to diary or narrative. This kind of record often a kind a case research, or the reflection that is specific to certain issue; It is gone after " qualitative " , and do not assure " quantity " ; It often is done not have beforehand structure, incorrect circumstances makes what the person is decompose, however as far as possible Cong Mou an angle, those who maintain circumstances, target is true and complete. Writing requirement: To the record of specific event, no matter undertake with the means of after the event or spot, ought to include the following essential factor as far as possible.

(1) original record

The record of specific event removes the opinion with the feeling of observer, comment and subjective other not completely, but the job of the first pace, must want to preserve the original record of an incident, and this are primitive the record ought to be objective as far as possible, specific, cite directly. Registrar ought not to go after understandable integrality in primitive incident, ought not to be opposite the motive of doer, purpose, experience absurd to add conjecture, and ought to go after OK and intuitionistic integrality only, namely the process that consciousness goes to and incident.

(2) the viewpoint of registrar and understanding

The pedagogic research in education process is not a purpose with studying oneself, do not be in order to discover contented, however for practical, for guidance and education; It is not the work of ab extra research that working, study by the side of edge job however, turn research into an a flow of the job, move, make research accessary or inside change the job in. Such, teacher all observation works, collect the job of information, cannot leave her understanding and judgement.

The contradictory problem between the requirement of the requirement of pure research and simple work, need to have a tuning but not be commonplace the processing that change. Our basic principle is, want to assure each independent character above all, make clear respective requirement and condition, want the need of the process with research and result obedience at the job next. That is to say, our purpose is subjective sex and value pursuit, but the position that we put objectivity and regularity in jumping-off place. This is a when we are engaged in all education carrying out the job, management job and research work common standard. Our accordingly specific processing principle and measure are:

The first, after achieving original record only, the judgement of observer, inference and experience ability to be able to be planted with some form " add " on original record, if add bracket, marginalia, terminal perhaps dot grading analyse is waited a moment, but not be not to add divisional land " permeate " , mixture amid.

The 2nd, of an educational process that has completed or phenomenon " qualitative " record text, the judgement that cannot lack registrar, inference, think over, understanding, impression, experience wait for subjective composition, because registrar is not an investigator that have nothing to do, have responsibility to the setting before, phenomenon however, the in-house member that taking practical care to incident of a few phenomena. And afore-mentioned subjective composition, it is the incorporate that registrar is in charge of to this and cares, also be completely sound performance.

The 3rd, many observation notes mirrors a teacher to stem from the activity that observe a purpose and has not only, the behavior itself that should highlight him teacher more. And the record to oneself behavior, registrar can be like on-the-spot him report completely at that time experience, motive, also want to use the means of margent or bracket occasionally of course, but the inference of the psychological process that pair of others are no longer on property. The idea that a person realizes in the spot in circumstances, mood, the act that behoove is the same as others is same, belong to what can observe, leave those who have a mark, because have the factor of coequal objectivity to oneself however.

(3) whole process and setting

This basically shows the course is arranged, or the record that is memory of after the event, to the spot the record makes this demand impossibly. This not only the cause because of time, because the spot records the objectivity with the biggest demand, substantivity and rich sex,basically be, these requirements and integrality have conflict.

The record of incident has two side key, one is in again phenomenon, one weighs the behavior in the person. Reflect the person's record, emphasize in announce the setting of the person's behavior, motive, purpose, process, result, feedback and a variety of among them influencing factor, if record a case of a cheeper. Reflect the record of phenomenon and its rule, emphasize in the cause and effect that reflects an issue, if record the discussion of a thing and processing. This shows, why to plant no matter record, asking is complete, reflect whole process, explain setting, influencing factor and consequence. It must have some kind is successional.