幼儿园科学探究活动教师指导语运用策略研究

发布时间：2018-05-15 07:29

本文选题：科学活动 + 言语行为　；参考：《西北师范大学》2009年硕士论文

【摘要】： 在幼儿园教育活动中,幼儿教师运用指导语是其教育行为中的言语行为。师幼之间以语言为中介,将教师的帮助和幼儿的活动紧密联系起来。表现于外的教师言语行为承负着教师的教育理念,对活动的理解和思考,对幼儿的理解和认识,以及教师自己的个性和技能等。在幼儿园科学探究活动中,教师使用言语进行指导,不仅保证了科学活动目标的落实,更重要的是有效的言语运用策略可以激发并维持幼儿在探究活动中的兴趣,延伸幼儿探究行为的深度和广度,进而促进幼儿探究行为的效度,而最终达成在教师鹰架式指导帮助下的幼儿自主建构科学的学习,从而实现幼儿科学教育的根本目标。在科学探究活动中进行科学有效的言语指导需要教师具备一定的教学策略。但是以往的研究及幼儿园科学活动实施的现状表明,教师对此的把握存在一定程度的不足。本研究结合幼儿园实践,通过实地观察、录音、教师访谈,以及观摩优秀科学活动的影像资料等,获得幼儿园科学探究活动中教师言语指导行为的各种资料,形成对教师指导科学活动的言语行为的研究,以期能提高幼儿教师教学技能,从而提高幼儿园科学教育活动质量。研究分析了当前幼儿园科学探究活动中幼儿教师言语指导行为的类型和特点,以及影响教师指导语运用的因素,并进一步探讨了在指导科学活动时幼儿教师能够运用的一些有效的言语策略。在此基础上,提出一定的教育建议,包括对指导语本身的反思,对言语运用过程的反思等,以期为幼儿园的实践提供一定借鉴。
[Abstract]:In kindergarten education activities, the use of guidance language is the speech act of kindergarten teachers' educational behavior. Teachers and children use language as an intermediary to closely link teachers' help with children's activities. The teachers' speech acts bear the teachers' educational idea, the understanding and thinking of the activities, the understanding and understanding of the young children, and the teachers' own personality and skills. In kindergarten scientific inquiry activities, teachers use language to guide, which not only ensures the implementation of the goal of scientific activities, but also can stimulate and maintain the interest of young children in inquiry activities. It extends the depth and breadth of children's inquiry behavior, and then promotes the validity of children's inquiry behavior, and finally achieves the children's autonomous construction of scientific learning under the guidance of the teacher's hawk frame, so as to achieve the fundamental goal of early childhood science education. Scientific and effective speech guidance in scientific inquiry activities requires teachers to have certain teaching strategies. However, the past research and the implementation of kindergarten scientific activities show that teachers have a certain degree of lack of grasp of this. This study combines kindergarten practice, through field observation, audio recording, teacher interviews, as well as observation of excellent scientific activities of the image materials, to obtain kindergarten scientific inquiry activities teachers' speech guidance behavior of all kinds of data. In order to improve the teaching skills of preschool teachers and improve the quality of kindergarten scientific education activities, the research on the speech acts of teachers guiding scientific activities is formed. This paper analyzes the types and characteristics of preschool teachers' speech guidance behavior in the current kindergarten scientific inquiry activities, and the factors that affect the use of teachers' guidance language. It also discusses some effective speech strategies which can be used by preschool teachers in guiding scientific activities. On this basis, the author puts forward some educational suggestions, including the reflection on the guiding language itself, the reflection on the process of speech use, and so on, in order to provide some reference for the practice of kindergarten.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G613.3

【引证文献】