幼儿园大班游戏活动中幼儿同伴言语交往特点研究

发布时间：2018-04-12 22:33

本文选题：幼儿园游戏活动 + 大班幼儿　；参考：《广西师范大学》2010年硕士论文

【摘要】： 本研究采用调查法,通过现场观察、访谈收集资料,对发生在大班幼儿同伴间的言语交往行为进行了分析,并对这种行为进行了影响因素的探讨和对促进这种行为的提高提出了教育性的建议。在对大班幼儿同伴言语交往的分析部分,研究者将大班幼儿的言语交往行为中的言语类型分为s,陈述言语(针对外界事物和表述自身立场等),包括s1(肯定陈述)和s2(否定陈述);q,疑问言语;i祈使言语,分为i1(命令、要求言语)、i2(请求、恳求言语)、i3(安慰、劝告言语)和i4(询问、建议言语);d表态言语(针对同伴的要求和行为表现等),分为d1(认同、肯定言语)、d2(赞赏、表扬言语)、d3(反对、否定言语)、d4(讽刺、挖苦言语)、d5(威胁言语);言语性质分为积极言语、消极言语和中性言语;言语策略分为亲社会策略、强制策略和一般性策略。研究表明,大班幼儿在同伴言语交往中使用的言语类型由高到低依次为:肯定陈述命令、要求言语疑问言语否定陈述询问、建议言语请求、恳求言语反对、否定言语讽刺、挖苦言语认同、肯定言语威胁言语安慰、劝告言语赞赏、表扬言语。其中肯定陈述的使用频率最高而赞赏、表扬言语的使用频率最低;使用言语的性质以中性言语为主,其次是消极言语和积极言语;所采用的言语策略以一般性策略为主,强制策略和亲社会策略为辅;言语交往没有显著的性别差异,男幼儿在消极言语的使用和强制策略的采用上略多于女幼儿。在对大班幼儿同伴言语交往行为的特性分析部分,研究者认为大班幼儿同伴言语交往具有约定性、流动性、诗意性、谐趣性的特性。在对大班幼儿同伴言语交往行为的影响因素分析部分,研究者分析了影响大班幼儿言语交往行为的四个核心因素: 1.幼儿社会认知中对言语的编码能力;2.幼儿言语交往所处的环境;3.幼儿的言语行为特征;4.幼儿言语交往的物质支持。最后在研究和反思的基础上研究者提出了促进大班幼儿同伴言语交往更好发展的策略:1.幼儿教师的导向作用,包括:(1)活动中——幼儿教师的支架作用;(2)活动后——幼儿教师和幼儿的谈话分享;(3)平时——注意提高幼儿的言语表达能力。2.父母对幼儿言语交往的物质支持。
[Abstract]:This research adopts the investigation method, through the spot observation, the interview collection data, has carried on the analysis to the speech communication behavior which occurs in the big class young children's companion,The influence factors of this behavior are discussed and some educational suggestions are put forward to promote it.In the part of analyzing the speech communication of children in large class,The researchers divided the speech types in the speech communication behavior of the large class children into s, declarative speech, including s1 (positive statement) and s2 (negative statement), interrogative speech I imperative speech, i1 (command, etc.)Request, implore, admonish, talk) and i4 (ask, suggest, speak, etc.) divide the speech into one (approbation, praise, praise, etc., etc.) (No, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no.The nature of speech is divided into positive speech, negative speech and neutral speech; speech strategy is divided into pro-social strategy, compulsive strategy and general strategy.The results show that the types of speech used by large class children in their peer communication are as follows: positive statement command, request speech interrogative speech negative statement inquiry, suggestion speech request, pleading speech objection, negation of verbal satire.Sarcastic speech identification, affirmation speech threats speech comfort, admonition speech appreciation, praise speech.Among them, positive statements are used most frequently, praise speech is the least frequently used; neutral speech is the main use, followed by negative speech and positive speech; and the speech strategies used are mainly general strategies.Compulsive strategies and pro-social strategies were secondary; there was no significant gender difference in verbal communication, and male children were slightly more likely to use negative speech and compulsory strategies than female children.In the part of analyzing the characteristics of the speech communication behavior of the children in large class, the researcher thinks that the speech communication of the children in the large class has the characteristics of convention, fluidity, poetry and humor.In the part of analyzing the influencing factors of children's speech communication behavior in large class, the researchers analyzed the four core factors that affect the speech communication behavior of children in large class: 1.The coding ability of speech in children's social cognition.The environment in which young children communicate with each other is 3.The characteristics of speech acts of children.The material support of children's verbal communication.Finally, on the basis of the research and reflection, the researcher puts forward the strategy of promoting the better development of children's peer verbal communication.The guiding role of early childhood teachers, including the role of a child teacher in activities, including the role of a child teacher as a scaffold in activities, and after an activity-the conversation and sharing between early childhood teachers and young children. (3) at ordinary times-attention is paid to improving the ability of speech expression of young children.Parents' material support for children's verbal communication.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.7

【引证文献】