3-6岁儿童在合作装扮游戏中的元交际发展研究

发布时间：2018-03-03 02:30

本文选题：元交际发展　切入点：合作装扮游戏　出处：《华东师范大学》2008年硕士论文　论文类型：学位论文

【摘要】： 合作装扮游戏是3-6岁儿童的主导活动,也是幼儿园自由活动中最为突出的游戏形式。学前儿童在合作装扮游戏中的元交际是对游戏角色、材料、行为和情景的转换,以及对情节计划和规则的讨论。通过元交际儿童发起及维持装扮游戏,从而在游戏过程中得到多方面的发展。基于Vygotsky和Bateson的游戏理论,缘于由文献查阅过程中发现的探索空间以及教学实践中的问题,本研究从功能、形式、内容以及言语形式等方面对3-6岁儿童在合作装扮游戏中的元交际运用进行了全面地分析,并对元交际给儿童叙事和语用发展以及同伴互动带来的影响进行了讨论。研究通过量化方式搜集3-6岁儿童合作装扮游戏互动交往语料,采用CHILDES模式转录并编码,然后用CLAN系统以及SPSS软件进行统计分析,之后通过质化分析对量化分析中未能探明的问题作进一步考证。研究结果完整地呈现了学前儿童在合作装扮游戏中元交际运用的特征与规律,表明学前儿童的元交际在合作装扮游戏的过程中得到发展;学前儿童在合作装扮游戏中借助元交际发展叙事能力;学前儿童在合作装扮游戏中的元交际有利于儿童语用的发展;以及学前儿童在合作装扮游戏中的元交际对包括游戏在内的儿童同伴互动产生积极影响。研究在最后从观察与记录、分析与评价以及参与式引导三个方面为幼儿教师支持儿童的同伴合作装扮游戏提供了具体可行的建议。
[Abstract]:Cooperative dressing up is the dominant activity of children aged 3-6 and the most prominent form of play in kindergarten free activities. The meta-communication of preschool children in cooperative costume games is a transformation of the roles, materials, behaviors and situations of the game. And the discussion of plot plan and rules. Through meta-communication, children initiate and maintain costume games, so as to get a variety of development in the process of play. The game theory based on Vygotsky and Bateson is based on the exploration space found in the process of literature review and the problems in teaching practice. In terms of content and speech form, this paper makes a comprehensive analysis of the meta-communicative application of children aged 3 to 6 in cooperative costume games. The influence of meta-communication on children's narrative and pragmatic development as well as peer interaction is also discussed. The data of children aged 3-6 years old are collected quantitatively and transcribed and encoded by CHILDES model. Then CLAN system and SPSS software are used to make statistical analysis, and then through qualitative analysis, the problems that can not be proved in the quantitative analysis are further studied. The results show the characteristics and rules of meta-communication of preschool children in cooperative costume games, which indicates that meta-communication of preschool children has been developed in the process of cooperative dressing up. Preschool children develop narrative ability through meta-communication in cooperative costume games, and their meta-communication in cooperative costume games is beneficial to the development of children's pragmatics. And the meta-communication of preschool children in cooperative costume games has a positive impact on children's peer interactions, including games. Analysis and evaluation as well as participatory guidance provide practical suggestions for preschool teachers to support children's cooperative play.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G613.7

【引证文献】