| 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 |
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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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