集体教学活动中幼儿教师应答言语行为的个案研究

发布时间：2018-10-21 08:54

【摘要】： 应答是教师提出问题后,对学生的回答与反应进行处理的言语行为。作为课堂提问的重要组成部分,应答言语行为与学生学习方式的改变、问答式教学价值的实现紧密相连,进行科学合理的应答需要教师具备娴熟的教学技能和灵活的教学艺术。对于初识世界的幼儿来说,应答言语行为的实施会影响师幼互动关系、幼儿认知进步和行为选择。但是从文献综述及应答言语行为的实施现状来看,应答言语行为一直没有成为幼儿园研究中的重点,尽管它在教学活动中的运用还存在诸多弊病。本研究以上海市某幼儿园的一位教师及其所在班级儿童为研究对象,以集体教学活动为情境来实施个案研究。通过实地观察、录音、教师访谈等获得在集体教学活动中幼儿教师运用应答言语行为的各种资料,经过对资料的分析归纳,形成本文。研究认为在集体教学活动中,幼儿教师应答言语行为可以分为形成性应答、探究性应答两大类。形成性应答包括分析性应答、评价性应答、要求性应答、告知性应答,探究性应答包括引导性应答、知晓性应答、激发性应答、提升性应答。影响教师应答言语行为现状的因素有教师教学理念、教学活动内容、教师的提问方式、教师的期望值,影响教师应答言语行为作用落实的因素有师幼的默契程度、教师的引导方式、教学活动秩序。研究试图形成对幼儿教师应答言语行为运用特点的解释性理解,在探寻其运用特点、影响因素的基础上,提出一定的教育建议包括做好应答前的准备工作、做好应答言语行为的具体实施工作、做好应答言语行为运用的反思工作,为幼儿园的实践提供一定借鉴。
[Abstract]:Response is a speech act in which a teacher poses a question and deals with students' responses and responses. As an important part of classroom questioning, the response speech act is closely related to the change of students' learning style and the realization of the value of question-and-answer teaching. Scientific and reasonable response requires teachers' skillful teaching skills and flexible teaching art. For the children who know the world, the implementation of response speech act will affect the interaction between teachers and children, children's cognitive progress and behavior choice. However, from the literature review and the implementation of response speech act, response speech act has not become the focus of kindergarten research, although its application in teaching activities still has many shortcomings. In this study, a teacher and their children in a kindergarten in Shanghai were taken as the research objects and collective teaching activities as the context to carry out a case study. Through field observation, recording and teacher interview, all kinds of materials about teachers' response speech act in collective teaching activities were obtained, and this paper was formed by analyzing and summarizing the data. In group teaching activities, teachers' response speech acts can be divided into two categories: formative response and exploratory response. Formative responses include analytical responses, evaluative responses, demanding responses, informative responses, and exploratory responses including guided responses, informed responses, stimulative responses, and ascending responses. The factors that affect the present situation of teachers' response speech acts include teachers' teaching concept, teaching activities, teachers' questioning methods, teachers' expectations, and the degree of tacit understanding between teachers and children. The teacher's guide way, the teaching activity order. The study attempts to form an explanatory understanding of the characteristics of teachers' response speech acts, and on the basis of exploring the characteristics and influencing factors of their use, puts forward some educational suggestions, including the preparation work before the response. Doing well the concrete implementation of response speech act and reflection on the use of response speech act can provide some reference for kindergarten practice.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G615

【引证文献】