| 朱 娅，张 鹏，屈 塬，杨 达.乡村幼儿教师语言运用能力的现状与策略研究——基于集体教学活动的视频分析[J].陕西学前师范学院学报,2022,38(9):78-84 |
| 乡村幼儿教师语言运用能力的现状与策略研究——基于集体教学活动的视频分析 |
| The Current Situation and Strategies of Language Practice Ability ofRural Preschool Teachers—Based on Case Analysis of Group Teaching Activity Videos |
| 投稿时间：2022-06-07 修订日期：2022-07-04 |
| DOI：10. 11995/j. issn. 2095-770X. 2022. 09. 010 |
| 中文关键词: 乡村幼儿教师 语言运用能力 集体教学活动 视频案例 |
| 英文关键词: rural preschool teachers language practice ability group teaching activities video case |
| 基金项目:国家级职业教育教学创新团队实践课题（SJ2020140102）；四川省哲学社会重点研究基地四川省教师教育研究中心课题（TER2021-036） |
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| 中文摘要: |
| 幼儿教师语言运用能力作为幼儿教师的基本素养，直接关系到学前教育的质量和幼儿的发展。以S省M市和C直辖市
的10所乡村幼儿园为调查对象，结合描述统计与视频案例分析方法，以集体教学活动中教师的组织语、讲授语、提问语、反馈
语为具体研究内容，对乡村幼儿教师的语言运用能力进行分析。结果表明：乡村幼儿教师在集体教学活动中语言运用呈现高
频率性与导向性、目的性与约束性、情境性与差异性等特点，但同时还存在控制性与约束性偏强、艺术性与灵活性欠缺、规范性
与条理性较弱、针对性与适切性不足等问题。提升乡村幼儿教师语言运用能力，亟需创设教师用语“对话式”的文化空间，重塑
教师用语“形象易懂”的支持体系，提高教师用语“规范条理”的表述能力，增强教师用语“指向性”的潜能引导，以此提高乡村幼
儿教师语言运用能级。 |
| 英文摘要: |
| As the basic quality of preschool teachers, language practice ability of preschool teachers is directly related to the quality of
preschool education and the development of children. This paper analyzed teacher’s language ability by taking survey objects of 10 rural kindergartens in M city of S province and C municipality, combining with descriptive statistics and video case analysis methods, and
taking specific research content of teachers’organizational language, lecture language, questioning language, and feedback language in
group teaching activities. The results show that the language practice of rural preschool teachers in group teaching activities presents is
characterized by high frequency and orientation, purpose and restraint, situational scene and differentiation, etc. But at the same time,
there are also following problems like strong control and restraint, lack of artistry and flexibility, weak normative and less organized, and
lack of pertinence and appropriateness. To improve the language ability of rural preschool teachers, it is urgent to create a“dialogue”
cultural space for teachers’language, to reshape the support system of teachers’language in visualized to understand, to improve expressive ability of normative statements of teachers’language , and to enhance the“directive property”of potential guidance of teachers’language, so as to improve the language practice level of rural preschool teachers. |
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