文章摘要
吕 萍,吕 华.师幼言语互动现状分析:基于现场分类观察的研究[J].陕西学前师范学院学报,2020,36(7):90-95
师幼言语互动现状分析:基于现场分类观察的研究
Analysis of Current Situation of Teacher-child Speech Interaction: A Study Based on Field Classification Observation
投稿时间:2020-03-20  修订日期:2020-04-08
DOI:doi: 10. 11995/j. issn. 2095-770X. 2020. 07. 015
中文关键词: 关键词:学前教育;师幼言语互动;现场观察;实证研究
英文关键词: Key words:preschool education; teacher-child speech interaction; on-site observation; empirical research
基金项目:
作者单位
吕 萍 上海市浦东教育发展研究院,上海 200127; 
吕 华 内蒙古兴安盟扎赉特旗音德尔第一中学,内蒙古扎赉特旗 137600 
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中文摘要:
      摘 要:师幼言语互动是学前教育得以实施的依托,也是教师实践智慧的集中体现。通过解读师幼言语互动和教师言语行为,可以从师幼言语互动方式、师幼言语互动受益面、师幼言语互动目的三个维度观察师幼言语互动,自主开发观课工具,以团队合作、分类观察的方式,走进教学现场,收集大量具体、实证信息,比较全面地掌握当前教师与幼儿言语互动中存在的外显行为问题,分析导致师幼言语互动不良的根源性问题并提出适切对策和建议,为教师基于证据改进言语行为提供直接支持,提升教育教学质量。
英文摘要:
      Abstract: Teacher-child speech interaction is the basis for the implementation of preschool education,it is also theembodiment of teachers’ practical wisdom. By interpreting teacher-child speech interaction and teachers’ verbal behavior, we have observed teacher-child speech interaction from three dimensions: teacher-child speech interaction method, benefits, and purpose, developed lesson observation tools, and collected a large number of concrete and empirical information based on teamwork and classified as well as on-site observation. We have fully graspedthe current explicit behavior problems in the speech interaction between teachers and children and analyzed the root causes of poor speech interaction, as a result, we have put forward appropriate countermeasures and suggestions to directly support teachers for improving their verbal behavior based on evidence and thus enhancing education quality.
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