早期阅读活动中教师言语研究

发布时间：2018-03-20 16:00

本文选题：早期阅读　切入点：教师言语　出处：《辽宁师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 20世纪90年代,早期阅读教育首先在美国受到重视,随之引起了全世界幼儿教育工作者对早期阅读教育的普遍关注。早期阅读的相关研究也成为教育学、心理学等相关专家的关注对象。随着研究的深入,早期阅读能力对幼儿人生发展的重要意义也被更多的人所认识。本研究以人类发展生态学理论、符号互动理论、言语行为理论作为三大理论基础,结合幼儿园早期阅读的实际教学,以美国教育家内德·弗兰德尔提出的课堂互动分析系统为主要研究工具,探讨早期阅读活动中教师言语特点。本研究对弗兰德尔课堂互动分析系统中师生十大言语行为的判断标准进行了修改,提升该分析系统在早期阅读活动相关研究中的适用性。按照弗兰德尔课堂互动分析系统的分析方法,对选取的12个早期阅读活动样本的课堂师幼言语互动进行了量性分析。作为对量性分析的补充,对12个样本中具有代表性的师幼言语交往片段进行了质性分析。在量性分析和质性分析的基础上,笔者总结出早期阅读活动中教师言语的五大特点——教师言语的控制性、教师言语的扩展性、教师言语的形象化、教师言语的个性化、教师言语激发幼儿的多元反应。另外,在观察中笔者探究了在早期阅读活动中教师所面临的五大言语困境。笔者结合与教师访谈中所得到的信息对教师言语困境产生的原因进行了分析,并提出了相应的解决建议。
[Abstract]:In 1990s, the early reading education was first paid attention to in the United States, and then aroused the universal concern of early childhood educators all over the world to the early reading education. The related research of early reading also became pedagogy. With the deepening of the research, the importance of early reading ability to the development of children's life has been recognized by more and more people. Based on the theory of human development ecology, the theory of symbolic interaction and the theory of speech act, this study combines the practical teaching of early reading in kindergarten. Using the classroom interaction analysis system proposed by American educator Ned Flanders as the main research tool, In this study, the characteristics of teachers' speech in early reading activities were discussed. The present study modified the criteria for judging the ten speech acts of teachers and students in the Flendell classroom interaction analysis system. To improve the applicability of the analysis system in the early reading activity related research. According to the analysis method of Flanders classroom interaction analysis system, A quantitative analysis of classroom teacher-child verbal interaction of 12 early reading activity samples was carried out as a supplement to the quantitative analysis. On the basis of quantitative analysis and qualitative analysis, the author summarizes the five characteristics of teacher's speech in early reading activities, that is, the control of teacher's speech. The expansibility of teacher's speech, the visualization of teacher's speech, the individuation of teacher's speech, and the teacher's speech stimulate children's multi-reaction. In the observation, the author explores the five major speech predicaments faced by the teachers in the early reading activities, analyzes the causes of the teachers' speech dilemmas with the information obtained from the interviews with the teachers, and puts forward corresponding suggestions to solve them.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.2

【引证文献】