本文選題：幼兒園教學(xué) + 問答語��； 參考：《湖南師范大學(xué)》2013年碩士論文

【摘要】：幼兒園教學(xué)中師幼問答語,語言是媒介,是其形式,思維是實(shí)質(zhì),有了語言才能探究教師作為提問者對幼兒進(jìn)行的思維促動以及作為應(yīng)答者的幼兒產(chǎn)生的思維碰撞。海德格爾曾說：“存在在思中形成語言,語言是存在的家�！币恢币詠�,幼兒園的實(shí)際教學(xué)中,師幼問答中多是些事務(wù)型交流,問答的主題也僅限于認(rèn)知性問題,大多是一些幼兒之外的材料。教師常常擁有絕對的話語霸權(quán),只是關(guān)注社會知識的傳授、紀(jì)律的管理以及常規(guī)的維護(hù),而忽略個人意義的主觀知識。幼兒只是客體、被動的接受者,幼兒的語言中幾乎沒有自我的存在,自己的個人世界,對教師的回答也只是流于形式、浮于表面的附和。師幼間的問答只徒有其雙向交流的形式,卻從根本上丟失了本該啟發(fā)思維和靈魂的內(nèi)涵。幼兒的思維依然被禁錮著,跳不出教師劃定的范圍,幼兒的個性與獨(dú)立性得不到發(fā)展。在這種師幼交流模式下,知識成為一種外在于幼兒的東西,教學(xué)也蛻變成一種純粹的致知方式,而非人存在方式的體現(xiàn)。而研究表明兒童是在語言運(yùn)用中獲得發(fā)展的,也是通過語言的運(yùn)用發(fā)展認(rèn)知而不斷社會化的,因此應(yīng)該充分調(diào)動兒童的主觀能動性,在教學(xué)中使兒童由原來的被動吸收變成主動參與,促使兒童積極地運(yùn)用語言認(rèn)識世界、形成自己的思想。本研究采用文獻(xiàn)法和非參與性觀察法以及案例分析法,筆者通過對教學(xué)活動進(jìn)行認(rèn)真觀察與記錄,對幼兒園所觀察到的具體的教學(xué)案例進(jìn)行列舉和情境性分析,并結(jié)合課后對教師的相關(guān)訪談對教學(xué)過程的內(nèi)容進(jìn)行補(bǔ)充,以求細(xì)致全面地分析師幼問答語,在此基礎(chǔ)上,從教師和幼兒兩方面總結(jié)歸納出相關(guān)問答語的特征,并嘗試找出教學(xué)中師幼問答語的內(nèi)在動因,并對問答語中的“言它”進(jìn)行深入分析,其深層次原因就在于,師幼之間的問答語都是圍繞幼兒主體世界之外的東西來的,教學(xué)中的語言都是在“說事”,人自身被掩蓋了。也就是說,問答語在言”它”,也就使問答語變得簡單,貧瘠與蒼白,然后導(dǎo)出教學(xué)對話中的“言我”,提練出教學(xué)對話語中師幼的語言特征,認(rèn)為當(dāng)幼兒園教學(xué)不再以知識授受為中心,而是傾向于個人的意義建構(gòu)時,即師幼雙方在共同的情境中展現(xiàn)各自的思維方式、情感特征等這些屬于個人世界的東西,這時,他們所展開的不是客觀知識或社會概念,他們是在展開他們自己,他們實(shí)現(xiàn)的是對話。也只有在此時,師幼間的語言才不僅僅是一種單純的問答語,因?yàn)樗呀?jīng)發(fā)生了質(zhì)的變化,那就是一種對話語了。從而指出問答語向?qū)υ捳Z轉(zhuǎn)變的必要性,以期教學(xué)回歸幼兒的生活世界,且幼兒所說有其自身的存在,是其個人世界的表征,從而促進(jìn)師幼間自由輕松地進(jìn)行交流與對話。
[Abstract]:In kindergarten teaching, language is the medium, language is the form, and thinking is the essence. Only with language can we explore the teachers' thinking promotion to children as questioners and the thinking collision of children as responders. Heidegger once said: "language is the home of being." For a long time, in the actual teaching of kindergarten, the teachers and children question and answer are mostly some kind of transaction communication, the subject of question and answer is only limited to the cognitive question, most of them are the materials other than some young children. Teachers often have absolute discourse hegemony, only pay attention to the teaching of social knowledge, discipline management and routine maintenance, while ignoring the subjective knowledge of personal meaning. The child is only the object, the passive receiver, the child's language almost has no self existence, own personal world, the answer to the teacher is also just a formality, floating in the superficial echo. The questions and answers between teachers and children only have the form of two-way communication, but fundamentally lose the connotation which should enlighten the mind and soul. Children's thinking is still confined, unable to jump out of the scope defined by teachers, children's personality and independence can not be developed. In this mode of teacher-child communication, knowledge becomes a kind of thing which lies outside the young children, and teaching is transformed into a pure way of knowledge, rather than the embodiment of the way of human existence. Research shows that children are developed in language use and socialized through cognitive development of language use. Therefore, children's subjective initiative should be fully mobilized. In the course of teaching, children are changed from passive absorption to active participation, which urges children to use language actively to understand the world and form their own thoughts. This research adopts the literature method, the non-participatory observation method and the case analysis method, the author carries on the careful observation and the record to the teaching activity, enumerates and the situation analysis to the kindergarten observed concrete teaching case. Combined with the relevant interviews with teachers after class to supplement the content of the teaching process, in order to carefully and comprehensively analyze the young question and answer, on the basis of this, from the teachers and young children summed up the characteristics of the relevant questions and answers. And try to find out the internal motivation of the teacher's question and answer language in the teaching, and make a deep analysis of the "saying it" in the question and answer language. The deep reason is that the questions and answers between teachers and children are all around something outside the main body world of the young child. The language in the teaching is "saying things", and the person himself is covered up. That is to say, the question and answer language in saying "it" makes the question and answer language simple, barren and pale, and then derives the "self" in the teaching dialogue, and puts forward the language characteristics of the teaching to the teacher's children in the discourse. It is considered that when kindergarten teaching is no longer centered on knowledge teaching but tends to construct individual meaning, that is, teachers and children show their own thinking mode, emotional characteristics and other things belonging to the individual world in the same situation. What they are developing is not objective knowledge or social concepts, they are developing themselves, they are realizing dialogue. Only at this time, the language between teachers and children is not just a simple question and answer, because it has undergone a qualitative change, that is, a kind of discourse. This paper points out the necessity of the transformation from question and answer to discourse in order to return the teaching to the life world of young children, and the children say that they have their own existence, which is the symbol of their personal world, thus promoting the free and easy communication and dialogue between teachers and children.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G612

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