幼儿日常语言和“教学语言”的比较研究

发布时间：2019-06-30 21:32

【摘要】：本文主要采用文献法和观察法进行研究,通过分析相关文献并深入幼儿园现场观察,对幼儿日常语言和教学语言特点进行描述阐释、对比分析,从而揭示幼儿语言现象、解释其教育意义,促发教育反思。幼儿日常语言是幼儿在“后台”的语言,“后台”远离了教师的视线、没有规则的束缚,因此幼儿的语言是丰富的、自由的和互相沟通的。幼儿高兴时可以大叫、受委屈时可以发牢骚、不顺心时可以鄙视嘲笑对方。幼儿的日常语言是幼儿基于“生活世界”的语言,幼儿主动体验、积极构建自己的生活意义。幼儿日常语言充盈着幼儿的存在感和生命。因此,幼儿的日常语言是幼儿真实的表达,是幼儿“内部的心声”。幼儿的教学语言是幼儿在“前台”的语言,即在教学活动中基于教师提问下的语言表现。“前台”的规则与强制无处不在,因此幼儿的语言是简短的、规范的、甚至是机械的。在教学活动中,老师总是会“居高临下”,对幼儿提出要求,发出指令,其性质带有一定的强制性。一些“不该”和“要求”极大地限制了幼儿的表达欲望、剥夺了幼儿的发言权。幼儿审时度势,压抑着、扮演着老师眼中的“好孩子”、充当教师的“应声虫”,主体性以及主动性得不到很好的发展；教师在教学活动中会象征性的向幼儿发问,然后引导幼儿按照自己预先的设计进行回答,幼儿的思维被“规范”在既定“轨道”上,幼儿话语权被假性赋予,幼儿从“有话不敢言”最终“无话可说”。语言不仅仅是一种工具,它是人的存在的本身。幼儿语言是幼儿存在的“家”,教师必须理解幼儿的生活世界,塑造“我—你”的师幼关系。在教学活动中,教师要善于聆听幼儿的内心世界,转变对幼儿语言的评价方式,发挥幼儿的主体性,为幼儿提供更多自由表达的机会,使幼儿“有话可说”、“有话敢言”,让幼儿的语言回归本真世界。
[Abstract]:This paper mainly uses the method of literature and observation to study, through the analysis of the relevant literature and in-depth kindergarten field observation, describes and explains the characteristics of children's daily language and teaching language, compares and analyzes, so as to reveal the phenomenon of children's language, explain its educational significance and promote educational reflection. Children's daily language is the language of children in the "backstage". "backstage" is far from the teacher's line of sight, there is no rule of restraint, so the child's language is rich, free and communicate with each other. Children can shout when they are happy, complain when they are aggrieved, and despise and laugh at each other when they are unhappy. Children's daily language is based on the language of "life world". Children take the initiative to experience and actively construct their own meaning of life. Children's daily language is full of children's sense of existence and life. Therefore, the daily language of young children is the real expression of young children and the inner voice of young children. The teaching language of children is the language of children in the front desk, that is, the language expression based on teachers' questions in teaching activities. The rules and enforcement of the front desk are everywhere, so the language of young children is short, standardized, and even mechanical. In teaching activities, teachers will always "condescending", put forward requirements for young children, issue instructions, its nature is mandatory. Some "should" and "requirements" greatly limit children's desire to express, depriving children of their right to speak. Children judge the situation, suppress it, act as the "good child" in the eyes of the teacher, and act as the "responder" of the teacher. The subjectivity and initiative can not be well developed. In teaching activities, teachers will symbolically ask questions to young children, and then guide children to answer according to their own pre-design. Children's thinking is "standardized" on the established "track", children's right to speak is given falsely, and children from "dare not speak" finally "have nothing to say". Language is not only a tool, it is the existence of human beings themselves. Children's language is the "home" of children's existence. Teachers must understand children's life world and shape the teacher-child relationship between me and you. In teaching activities, teachers should be good at listening to the inner world of children, changing the way of evaluating children's language, giving full play to the subjectivity of children, providing more opportunities for children to express freely, so that children can "have something to say" and "dare to speak", so that children's language can return to the true world.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G612

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