發(fā)布時間：2018-05-15 07:29

  本文選題：科學(xué)活動 + 言語行為　； 參考：《西北師范大學(xué)》2009年碩士論文

【摘要】： 在幼兒園教育活動中,幼兒教師運用指導(dǎo)語是其教育行為中的言語行為。師幼之間以語言為中介,將教師的幫助和幼兒的活動緊密聯(lián)系起來。表現(xiàn)于外的教師言語行為承負(fù)著教師的教育理念,對活動的理解和思考,對幼兒的理解和認(rèn)識,以及教師自己的個性和技能等。在幼兒園科學(xué)探究活動中,教師使用言語進行指導(dǎo),不僅保證了科學(xué)活動目標(biāo)的落實,更重要的是有效的言語運用策略可以激發(fā)并維持幼兒在探究活動中的興趣,延伸幼兒探究行為的深度和廣度,進而促進幼兒探究行為的效度,而最終達成在教師鷹架式指導(dǎo)幫助下的幼兒自主建構(gòu)科學(xué)的學(xué)習(xí),從而實現(xiàn)幼兒科學(xué)教育的根本目標(biāo)。 在科學(xué)探究活動中進行科學(xué)有效的言語指導(dǎo)需要教師具備一定的教學(xué)策略。但是以往的研究及幼兒園科學(xué)活動實施的現(xiàn)狀表明,教師對此的把握存在一定程度的不足。本研究結(jié)合幼兒園實踐,通過實地觀察、錄音、教師訪談,以及觀摩優(yōu)秀科學(xué)活動的影像資料等,獲得幼兒園科學(xué)探究活動中教師言語指導(dǎo)行為的各種資料,形成對教師指導(dǎo)科學(xué)活動的言語行為的研究,以期能提高幼兒教師教學(xué)技能,從而提高幼兒園科學(xué)教育活動質(zhì)量。研究分析了當(dāng)前幼兒園科學(xué)探究活動中幼兒教師言語指導(dǎo)行為的類型和特點,以及影響教師指導(dǎo)語運用的因素,并進一步探討了在指導(dǎo)科學(xué)活動時幼兒教師能夠運用的一些有效的言語策略。在此基礎(chǔ)上,提出一定的教育建議,包括對指導(dǎo)語本身的反思,對言語運用過程的反思等,以期為幼兒園的實踐提供一定借鑒。
[Abstract]:In kindergarten education activities, the use of guidance language is the speech act of kindergarten teachers' educational behavior. Teachers and children use language as an intermediary to closely link teachers' help with children's activities. The teachers' speech acts bear the teachers' educational idea, the understanding and thinking of the activities, the understanding and understanding of the young children, and the teachers' own personality and skills. In kindergarten scientific inquiry activities, teachers use language to guide, which not only ensures the implementation of the goal of scientific activities, but also can stimulate and maintain the interest of young children in inquiry activities. It extends the depth and breadth of children's inquiry behavior, and then promotes the validity of children's inquiry behavior, and finally achieves the children's autonomous construction of scientific learning under the guidance of the teacher's hawk frame, so as to achieve the fundamental goal of early childhood science education. Scientific and effective speech guidance in scientific inquiry activities requires teachers to have certain teaching strategies. However, the past research and the implementation of kindergarten scientific activities show that teachers have a certain degree of lack of grasp of this. This study combines kindergarten practice, through field observation, audio recording, teacher interviews, as well as observation of excellent scientific activities of the image materials, to obtain kindergarten scientific inquiry activities teachers' speech guidance behavior of all kinds of data. In order to improve the teaching skills of preschool teachers and improve the quality of kindergarten scientific education activities, the research on the speech acts of teachers guiding scientific activities is formed. This paper analyzes the types and characteristics of preschool teachers' speech guidance behavior in the current kindergarten scientific inquiry activities, and the factors that affect the use of teachers' guidance language. It also discusses some effective speech strategies which can be used by preschool teachers in guiding scientific activities. On this basis, the author puts forward some educational suggestions, including the reflection on the guiding language itself, the reflection on the process of speech use, and so on, in order to provide some reference for the practice of kindergarten.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G613.3

【引證文獻】

相關(guān)碩士學(xué)位論文 前3條

1 朱金玲;幼兒園中班科學(xué)教育活動教師指導(dǎo)研究[D];河北大學(xué);2011年

2 張莉;D省幼兒園語言競賽活動教師言語特征的個案研究[D];江西師范大學(xué);2012年

3 錢愿秋;農(nóng)村幼兒園教師科學(xué)領(lǐng)域教學(xué)準(zhǔn)備研究[D];西南大學(xué);2013年

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本文編號：1891549