| 毛荣建,孔丽颖.幼儿园小班语言课师幼言语互动的现状分析及改进措施[J].陕西学前师范学院学报,2016,32(10):42-45 |
| 幼儿园小班语言课师幼言语互动的现状分析及改进措施 |
| Analysis of Verbal Interaction between Teachers and Children in Kindergarten Language Lessons and Countermeasures |
| 投稿时间：2016-03-21 修订日期：2016-05-31 |
| DOI：10.11995/j.issn.2095-770X.2016.10.010 |
| 中文关键词: 幼儿园小班 语言课 言语互动 |
| 英文关键词: kindergarten language lessons teacher-child interaction verbal interaction |
| 基金项目: |
|
| 摘要点击次数: 1810 |
| 全文下载次数: 3086 |
| 中文摘要: |
| 本研究采用观察法对北京市某幼儿园小班语言课师幼言语互动进行观察，通过弗兰德斯互动分析法进行量化分析。结果表明：幼儿主动性讲话少，教师主要以提问、指导的方式与幼儿互动；教师对幼儿语言发展认识不够、忽视幼儿的主体性、不恰当提问等因素影响着师幼言语互动质量。据此,提出了提高小班语言活动课质量的建议。 |
| 英文摘要: |
| The paper is based on the observation of the teacher-child verbal interaction in the language activities lessons in a kindergarten in Beijing. By the quantitative analysis of Flanders interaction method, the paper concludes that children seldom take initiative position in a conversation; the two major channels of interaction between teachers and students are questions and guiding; verbal interaction between teachers and students are influenced by many factors, such as teachers’ ignorance of children’s subjectivity, teachers’ unawareness of students’ language ability and improper questions etc. Suggestions are proposed in the last part. |
|
查看全文
查看/发表评论 下载PDF阅读器 |
| 关闭 |
