“语言资源观”与学前儿童语言教育

发布时间：2018-03-15 09:58

  本文选题：学前儿童　切入点：语言资源观　出处：《学前教育研究》2014年10期 　论文类型：期刊论文

【摘要】：近年来,语言学家们提出"语言资源观",认为语言不仅仅是思维和交际的工具,而且是一种具有高价值的资源。学前儿童正处于发展中,语言的资源性特征更加突出。这启示我们对于学前儿童语言教育目标和策略等应做出新的思考。在目标方面,应进一步彰显进行普通话与民族语或方言双语教育的意义,应将作为高层次语言的修辞性语言纳入学前儿童语言教育目标。在策略方面,应更加重视语言与儿童其他发展领域之间的关系,强调提供高质量的语言示范,提升儿童文学作品的课程价值。
[Abstract]:In recent years, linguists have put forward the concept of "language resources", which considers that language is not only a tool for thinking and communication, but also a resource of high value. The resource characteristics of language are more prominent, which enlightens us to think new about the goals and strategies of language education for preschool children. In terms of objectives, we should further highlight the significance of bilingual education in Mandarin and ethnic languages or dialects. Rhetorical language as a high-level language should be included in the goals of language education for preschool children. At the strategic level, greater emphasis should be placed on the relationship between language and other areas of child development, with emphasis on providing high-quality language models, To enhance the curriculum value of children's literature works.
【作者单位】： 南京师范大学心理学博士后流动站;南京师范大学教育科学学院;
【基金】：国家社科基金青年项目“2—8岁儿童修辞性语言发展研究”(编号:09CYY015)的阶段性研究成果
【分类号】：G613.2
，

本文编号：1615532