本文選題：幼兒園游戲活動 + 大班幼兒�。� 參考：《廣西師范大學(xué)》2010年碩士論文

【摘要】： 本研究采用調(diào)查法,通過現(xiàn)場觀察、訪談收集資料,對發(fā)生在大班幼兒同伴間的言語交往行為進(jìn)行了分析,并對這種行為進(jìn)行了影響因素的探討和對促進(jìn)這種行為的提高提出了教育性的建議。 在對大班幼兒同伴言語交往的分析部分,研究者將大班幼兒的言語交往行為中的言語類型分為s,陳述言語(針對外界事物和表述自身立場等),包括s1(肯定陳述)和s2(否定陳述);q,疑問言語;i祈使言語,分為i1(命令、要求言語)、i2(請求、懇求言語)、i3(安慰、勸告言語)和i4(詢問、建議言語);d表態(tài)言語(針對同伴的要求和行為表現(xiàn)等),分為d1(認(rèn)同、肯定言語)、d2(贊賞、表揚(yáng)言語)、d3(反對、否定言語)、d4(諷刺、挖苦言語)、d5(威脅言語);言語性質(zhì)分為積極言語、消極言語和中性言語;言語策略分為親社會策略、強(qiáng)制策略和一般性策略。 研究表明,大班幼兒在同伴言語交往中使用的言語類型由高到低依次為:肯定陳述命令、要求言語疑問言語否定陳述詢問、建議言語請求、懇求言語反對、否定言語諷刺、挖苦言語認(rèn)同、肯定言語威脅言語安慰、勸告言語贊賞、表揚(yáng)言語。其中肯定陳述的使用頻率最高而贊賞、表揚(yáng)言語的使用頻率最低;使用言語的性質(zhì)以中性言語為主,其次是消極言語和積極言語;所采用的言語策略以一般性策略為主,強(qiáng)制策略和親社會策略為輔;言語交往沒有顯著的性別差異,男幼兒在消極言語的使用和強(qiáng)制策略的采用上略多于女幼兒。 在對大班幼兒同伴言語交往行為的特性分析部分,研究者認(rèn)為大班幼兒同伴言語交往具有約定性、流動性、詩意性、諧趣性的特性。 在對大班幼兒同伴言語交往行為的影響因素分析部分,研究者分析了影響大班幼兒言語交往行為的四個核心因素: 1.幼兒社會認(rèn)知中對言語的編碼能力;2.幼兒言語交往所處的環(huán)境;3.幼兒的言語行為特征;4.幼兒言語交往的物質(zhì)支持。 最后在研究和反思的基礎(chǔ)上研究者提出了促進(jìn)大班幼兒同伴言語交往更好發(fā)展的策略:1.幼兒教師的導(dǎo)向作用,包括:(1)活動中——幼兒教師的支架作用;(2)活動后——幼兒教師和幼兒的談話分享;(3)平時——注意提高幼兒的言語表達(dá)能力。2.父母對幼兒言語交往的物質(zhì)支持。
[Abstract]:This research adopts the investigation method, through the spot observation, the interview collection data, has carried on the analysis to the speech communication behavior which occurs in the big class young children's companion,The influence factors of this behavior are discussed and some educational suggestions are put forward to promote it.In the part of analyzing the speech communication of children in large class,The researchers divided the speech types in the speech communication behavior of the large class children into s, declarative speech, including s1 (positive statement) and s2 (negative statement), interrogative speech I imperative speech, i1 (command, etc.)Request, implore, admonish, talk) and i4 (ask, suggest, speak, etc.) divide the speech into one (approbation, praise, praise, etc., etc.) (No, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no.The nature of speech is divided into positive speech, negative speech and neutral speech; speech strategy is divided into pro-social strategy, compulsive strategy and general strategy.The results show that the types of speech used by large class children in their peer communication are as follows: positive statement command, request speech interrogative speech negative statement inquiry, suggestion speech request, pleading speech objection, negation of verbal satire.Sarcastic speech identification, affirmation speech threats speech comfort, admonition speech appreciation, praise speech.Among them, positive statements are used most frequently, praise speech is the least frequently used; neutral speech is the main use, followed by negative speech and positive speech; and the speech strategies used are mainly general strategies.Compulsive strategies and pro-social strategies were secondary; there was no significant gender difference in verbal communication, and male children were slightly more likely to use negative speech and compulsory strategies than female children.In the part of analyzing the characteristics of the speech communication behavior of the children in large class, the researcher thinks that the speech communication of the children in the large class has the characteristics of convention, fluidity, poetry and humor.In the part of analyzing the influencing factors of children's speech communication behavior in large class, the researchers analyzed the four core factors that affect the speech communication behavior of children in large class: 1.The coding ability of speech in children's social cognition.The environment in which young children communicate with each other is 3.The characteristics of speech acts of children.The material support of children's verbal communication.Finally, on the basis of the research and reflection, the researcher puts forward the strategy of promoting the better development of children's peer verbal communication.The guiding role of early childhood teachers, including the role of a child teacher in activities, including the role of a child teacher as a scaffold in activities, and after an activity-the conversation and sharing between early childhood teachers and young children. (3) at ordinary times-attention is paid to improving the ability of speech expression of young children.Parents' material support for children's verbal communication.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G613.7

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 肖龍玲;體育游戲中不同類型角色小學(xué)生社會行為特征研究[D];沈陽體育學(xué)院;2012年

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本文編號：1741744