基于FIAS的语言教学活动中幼儿教师言语行为研究

发布时间：2018-04-10 08:02

本文选题：弗兰德斯互动分析系统　切入点：幼儿园语言教学活动　出处：《鞍山师范学院》2015年硕士论文

【摘要】：在幼儿园师幼之间的言语互动行为多发生在集体教学活动中,而幼儿语言教学活动的主要目的就是促进儿童语言能力的形成,激发幼儿对文学的兴趣,因此在语言教学活动中师幼间的言语互动行为更加常见。教师作为语言教学活动中掌握较高言语技能的一方,在师幼言语互动中起引导作用,其自身的言语行为质量会在很大程度上影响幼儿语言的发展水平,所以对语言教学活动中幼儿教师言语行为进行研究具有重要的现实意义。本研究的目的在于激发幼儿教师对自身言语行为的反思,提高幼儿语言教学活动的质量,以促进幼儿语言的健康发展。本研究主要采用非参与式观察的方法,以美国著名教育家弗兰德斯提出的课堂互动分析系统为主要研究工具。这一系统在西方被广泛应用于评价课堂教学行为,具有结构化、定量化研究的特点。为弥补量性分析的不足又以文献法、访谈法、案例分析法等质性研究方法为辅助方法。本研究的论述共分为以下五个部分:第一部分是绪论,包括研究背景及问题、研究意义(学术价值和应用价值)、文献综述、相关概念界定。第二部分是研究设计,包括研究思路、研究对象、研究方法、研究工具。其中研究工具部分主要介绍弗兰德斯课堂互动分析系统,笔者结合幼儿园教学的实际情况,对弗兰德斯课堂互动分析系统所划分的十类言语行为的操作性定义和判断标准进行了重新制定,以便更好地配合本次研究的实际需要。第三部分是研究结果与分析,由两大部分组成,包括按照弗兰德斯课堂互动分析系统的分析方法进行的量性分析;以及结合访谈和案例,对实际教育活动中存在的典型教师言语行为问题进行的质性分析。第四部分是幼儿园语言教学活动中教师言语行为的问题分析。这一部分通过实际观察和讨论,发现教师存在话语霸权、缺乏情感性、有效性不足、言语表现力差、个体间差异性的现象和问题。并针对于这些问题又从教师自身、家长、幼儿园三个主要方面分析产生的原因。第五部分是根据问题产生的原因从前述的三大方面寻找解决对策,给出相应的解决建议。
[Abstract]:The speech interaction between teachers and children in kindergarten occurs in group teaching activities, and the main purpose of language teaching activities is to promote the formation of children's language ability and stimulate children's interest in literature.Therefore, language interaction between teachers and children is more common in language teaching activities.As one side of language teaching activities, teachers play a leading role in teacher-child speech interaction, and their own speech act quality will greatly affect the development level of children's language.Therefore, it is of great practical significance to study the speech acts of preschool teachers in language teaching activities.The purpose of this study is to stimulate preschool teachers to reflect on their own speech acts and improve the quality of their language teaching activities in order to promote the healthy development of children's language.This study mainly adopts the method of non-participative observation with the classroom interaction analysis system put forward by famous American educator Flanders as the main research tool.This system is widely used in western countries to evaluate classroom teaching behavior and has the characteristics of structured and quantitative research.In order to remedy the deficiency of quantitative analysis, qualitative research methods such as literature method, interview method and case analysis method are used as auxiliary methods.The thesis is divided into the following five parts: the first part is the introduction, including the research background and problems, research significance (academic value and application value), literature review, definition of related concepts.The second part is the research design, including research ideas, research objects, research methods, research tools.Part of the research tools mainly introduces the Flanders classroom interaction analysis system, the author combined with the actual situation of kindergarten teaching,This paper reformulates the operational definition and judgment criteria of ten types of speech acts in Flanders classroom interaction Analysis system in order to better meet the practical needs of this study.The third part is the research results and analysis, which consists of two parts, including quantitative analysis according to the analysis method of Flanders classroom interaction analysis system, as well as the combination of interviews and cases.This paper makes a qualitative analysis of typical teachers' speech acts in practical educational activities.The fourth part is the analysis of teachers' speech acts in kindergarten language teaching activities.Through practical observation and discussion, it is found that teachers have the phenomena and problems of discourse hegemony, lack of emotion, lack of effectiveness, poor verbal expression and differences among individuals.And in view of these problems and from the teachers themselves, parents, kindergarten three main aspects of analysis of the causes.The fifth part is based on the causes of the problem from the above three aspects to find solutions, and give the corresponding solutions.
【学位授予单位】：鞍山师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G613.2

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