幼儿园早期阅读活动中的师幼互动研究

发布时间：2018-07-15 09:21

【摘要】：师幼互动是幼儿园人际关系的核心,良好的师幼互动能够促进幼儿主体性的发展和教师的专业成长。因此,师幼互动越来越受到国内外研究者的关注。近年来,尽管我国在师幼互动方面也进行了一些分析和研究,但大多数还停留在理论论证的层面,实证的研究不多。幼儿园的早期阅读活动对于幼儿来说尤为重要,它是幼儿语言发展的重要组成部分,是幼儿发展终身阅读能力的途径,也是师幼互动发生的一个重要场景。通过对幼儿园早期阅读活动中的师幼互动进行研究,不仅可以促进早期阅读活动中师幼互动的有效建构,还可以在一定程度上更好地实现早期阅读活动的目标。本研究对世界范围内的相关研究成果进行了分析,并以我国山东省青岛市H幼儿园6个班级的幼儿及教师作为调查对象,采用多种研究方法对该幼儿园早期阅读活动中的师幼互动进行分析,并把研究分为了以下五个重要部分。绪论,主要阐述了选题的缘由、文献综述及研究的意义和方法。第一章,幼儿园早期阅读活动中师幼互动的概述。主要阐述了一些核心的概念及价值。第二章,幼儿园早期阅读活动中师幼互动的现状调查。主要从师幼互动的内容、性质和结果三个方面来对幼儿园早期阅读活动的情况进行了深入的调查。第三章,幼儿园早期阅读活动中师幼互动存在的问题及原因分析。主要在分析现状的基础上,探讨早期阅读活动中师幼互动存在的问题并尝试阐述问题产生的原因。第四章,幼儿园早期阅读活动中师幼互动的改进建议。主要针对幼儿园早期阅读活动中师幼互动的问题提出相应的改进建议。
[Abstract]:Teacher-child interaction is the core of kindergarten interpersonal relationship. Good teacher-child interaction can promote the development of children's subjectivity and teachers' professional growth. Therefore, teacher-child interaction has attracted more and more attention from researchers at home and abroad. In recent years, although China has also carried out some analysis and research on teacher-child interaction, most of them are still at the level of theoretical argumentation, and there are few empirical studies. The early reading activity of kindergarten is especially important for children, it is an important part of children's language development, it is a way for children to develop life-long reading ability, and it is also an important scene of teacher-child interaction. Through the study of teacher-child interaction in kindergarten early reading activities, it can not only promote the effective construction of teacher-child interaction in early reading activities, but also achieve the goal of early reading activities to a certain extent. This study analyzes the related research results in the world, and takes 6 classes and teachers of H kindergarten in Qingdao, Shandong Province, as the objects of investigation. This paper analyzes the teacher-child interaction in the early reading activities of the kindergarten by using various research methods, and divides the research into the following five important parts. Introduction, mainly expounds the reason of the topic, literature review and research significance and methods. The first chapter is an overview of teacher-child interaction in early kindergarten reading activities. Mainly elaborated some core concepts and the value. The second chapter, the current situation of teacher-child interaction in kindergarten early reading activities. This paper investigates the early reading activities in kindergarten from three aspects: the content, nature and result of teacher-child interaction. The third chapter analyzes the problems and causes of teacher-child interaction in kindergarten early reading activities. On the basis of analyzing the present situation, this paper probes into the problems existing in teacher-child interaction in early reading activities and tries to explain the causes of the problems. The fourth chapter, the kindergarten early reading activity teacher-child interaction improvement suggestion. Aiming at the problem of teacher-child interaction in kindergarten early reading activities, this paper puts forward corresponding suggestions for improvement.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2

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