言它与言我—幼儿园教学中师幼问答语研究

发布时间：2018-06-23 23:03

本文选题：幼儿园教学 + 问答语　；参考：《湖南师范大学》2013年硕士论文

【摘要】：幼儿园教学中师幼问答语,语言是媒介,是其形式,思维是实质,有了语言才能探究教师作为提问者对幼儿进行的思维促动以及作为应答者的幼儿产生的思维碰撞。海德格尔曾说：“存在在思中形成语言,语言是存在的家。”一直以来,幼儿园的实际教学中,师幼问答中多是些事务型交流,问答的主题也仅限于认知性问题,大多是一些幼儿之外的材料。教师常常拥有绝对的话语霸权,只是关注社会知识的传授、纪律的管理以及常规的维护,而忽略个人意义的主观知识。幼儿只是客体、被动的接受者,幼儿的语言中几乎没有自我的存在,自己的个人世界,对教师的回答也只是流于形式、浮于表面的附和。师幼间的问答只徒有其双向交流的形式,却从根本上丢失了本该启发思维和灵魂的内涵。幼儿的思维依然被禁锢着,跳不出教师划定的范围,幼儿的个性与独立性得不到发展。在这种师幼交流模式下,知识成为一种外在于幼儿的东西,教学也蜕变成一种纯粹的致知方式,而非人存在方式的体现。而研究表明儿童是在语言运用中获得发展的,也是通过语言的运用发展认知而不断社会化的,因此应该充分调动儿童的主观能动性,在教学中使儿童由原来的被动吸收变成主动参与,促使儿童积极地运用语言认识世界、形成自己的思想。本研究采用文献法和非参与性观察法以及案例分析法,笔者通过对教学活动进行认真观察与记录,对幼儿园所观察到的具体的教学案例进行列举和情境性分析,并结合课后对教师的相关访谈对教学过程的内容进行补充,以求细致全面地分析师幼问答语,在此基础上,从教师和幼儿两方面总结归纳出相关问答语的特征,并尝试找出教学中师幼问答语的内在动因,并对问答语中的“言它”进行深入分析,其深层次原因就在于,师幼之间的问答语都是围绕幼儿主体世界之外的东西来的,教学中的语言都是在“说事”,人自身被掩盖了。也就是说,问答语在言”它”,也就使问答语变得简单,贫瘠与苍白,然后导出教学对话中的“言我”,提练出教学对话语中师幼的语言特征,认为当幼儿园教学不再以知识授受为中心,而是倾向于个人的意义建构时,即师幼双方在共同的情境中展现各自的思维方式、情感特征等这些属于个人世界的东西,这时,他们所展开的不是客观知识或社会概念,他们是在展开他们自己,他们实现的是对话。也只有在此时,师幼间的语言才不仅仅是一种单纯的问答语,因为它已经发生了质的变化,那就是一种对话语了。从而指出问答语向对话语转变的必要性,以期教学回归幼儿的生活世界,且幼儿所说有其自身的存在,是其个人世界的表征,从而促进师幼间自由轻松地进行交流与对话。
[Abstract]:In kindergarten teaching, language is the medium, language is the form, and thinking is the essence. Only with language can we explore the teachers' thinking promotion to children as questioners and the thinking collision of children as responders. Heidegger once said: "language is the home of being." For a long time, in the actual teaching of kindergarten, the teachers and children question and answer are mostly some kind of transaction communication, the subject of question and answer is only limited to the cognitive question, most of them are the materials other than some young children. Teachers often have absolute discourse hegemony, only pay attention to the teaching of social knowledge, discipline management and routine maintenance, while ignoring the subjective knowledge of personal meaning. The child is only the object, the passive receiver, the child's language almost has no self existence, own personal world, the answer to the teacher is also just a formality, floating in the superficial echo. The questions and answers between teachers and children only have the form of two-way communication, but fundamentally lose the connotation which should enlighten the mind and soul. Children's thinking is still confined, unable to jump out of the scope defined by teachers, children's personality and independence can not be developed. In this mode of teacher-child communication, knowledge becomes a kind of thing which lies outside the young children, and teaching is transformed into a pure way of knowledge, rather than the embodiment of the way of human existence. Research shows that children are developed in language use and socialized through cognitive development of language use. Therefore, children's subjective initiative should be fully mobilized. In the course of teaching, children are changed from passive absorption to active participation, which urges children to use language actively to understand the world and form their own thoughts. This research adopts the literature method, the non-participatory observation method and the case analysis method, the author carries on the careful observation and the record to the teaching activity, enumerates and the situation analysis to the kindergarten observed concrete teaching case. Combined with the relevant interviews with teachers after class to supplement the content of the teaching process, in order to carefully and comprehensively analyze the young question and answer, on the basis of this, from the teachers and young children summed up the characteristics of the relevant questions and answers. And try to find out the internal motivation of the teacher's question and answer language in the teaching, and make a deep analysis of the "saying it" in the question and answer language. The deep reason is that the questions and answers between teachers and children are all around something outside the main body world of the young child. The language in the teaching is "saying things", and the person himself is covered up. That is to say, the question and answer language in saying "it" makes the question and answer language simple, barren and pale, and then derives the "self" in the teaching dialogue, and puts forward the language characteristics of the teaching to the teacher's children in the discourse. It is considered that when kindergarten teaching is no longer centered on knowledge teaching but tends to construct individual meaning, that is, teachers and children show their own thinking mode, emotional characteristics and other things belonging to the individual world in the same situation. What they are developing is not objective knowledge or social concepts, they are developing themselves, they are realizing dialogue. Only at this time, the language between teachers and children is not just a simple question and answer, because it has undergone a qualitative change, that is, a kind of discourse. This paper points out the necessity of the transformation from question and answer to discourse in order to return the teaching to the life world of young children, and the children say that they have their own existence, which is the symbol of their personal world, thus promoting the free and easy communication and dialogue between teachers and children.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G612

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