【摘要】： 應(yīng)答是教師提出問題后,對(duì)學(xué)生的回答與反應(yīng)進(jìn)行處理的言語行為。作為課堂提問的重要組成部分,應(yīng)答言語行為與學(xué)生學(xué)習(xí)方式的改變、問答式教學(xué)價(jià)值的實(shí)現(xiàn)緊密相連,進(jìn)行科學(xué)合理的應(yīng)答需要教師具備嫻熟的教學(xué)技能和靈活的教學(xué)藝術(shù)。對(duì)于初識(shí)世界的幼兒來說,應(yīng)答言語行為的實(shí)施會(huì)影響師幼互動(dòng)關(guān)系、幼兒認(rèn)知進(jìn)步和行為選擇。但是從文獻(xiàn)綜述及應(yīng)答言語行為的實(shí)施現(xiàn)狀來看,應(yīng)答言語行為一直沒有成為幼兒園研究中的重點(diǎn),盡管它在教學(xué)活動(dòng)中的運(yùn)用還存在諸多弊病。 本研究以上海市某幼兒園的一位教師及其所在班級(jí)兒童為研究對(duì)象,以集體教學(xué)活動(dòng)為情境來實(shí)施個(gè)案研究。通過實(shí)地觀察、錄音、教師訪談等獲得在集體教學(xué)活動(dòng)中幼兒教師運(yùn)用應(yīng)答言語行為的各種資料,經(jīng)過對(duì)資料的分析歸納,形成本文。 研究認(rèn)為在集體教學(xué)活動(dòng)中,幼兒教師應(yīng)答言語行為可以分為形成性應(yīng)答、探究性應(yīng)答兩大類。形成性應(yīng)答包括分析性應(yīng)答、評(píng)價(jià)性應(yīng)答、要求性應(yīng)答、告知性應(yīng)答,探究性應(yīng)答包括引導(dǎo)性應(yīng)答、知曉性應(yīng)答、激發(fā)性應(yīng)答、提升性應(yīng)答。影響教師應(yīng)答言語行為現(xiàn)狀的因素有教師教學(xué)理念、教學(xué)活動(dòng)內(nèi)容、教師的提問方式、教師的期望值,影響教師應(yīng)答言語行為作用落實(shí)的因素有師幼的默契程度、教師的引導(dǎo)方式、教學(xué)活動(dòng)秩序。 研究試圖形成對(duì)幼兒教師應(yīng)答言語行為運(yùn)用特點(diǎn)的解釋性理解,在探尋其運(yùn)用特點(diǎn)、影響因素的基礎(chǔ)上,提出一定的教育建議包括做好應(yīng)答前的準(zhǔn)備工作、做好應(yīng)答言語行為的具體實(shí)施工作、做好應(yīng)答言語行為運(yùn)用的反思工作,為幼兒園的實(shí)踐提供一定借鑒。
[Abstract]:Response is a speech act in which a teacher poses a question and deals with students' responses and responses. As an important part of classroom questioning, the response speech act is closely related to the change of students' learning style and the realization of the value of question-and-answer teaching. Scientific and reasonable response requires teachers' skillful teaching skills and flexible teaching art. For the children who know the world, the implementation of response speech act will affect the interaction between teachers and children, children's cognitive progress and behavior choice. However, from the literature review and the implementation of response speech act, response speech act has not become the focus of kindergarten research, although its application in teaching activities still has many shortcomings. In this study, a teacher and their children in a kindergarten in Shanghai were taken as the research objects and collective teaching activities as the context to carry out a case study. Through field observation, recording and teacher interview, all kinds of materials about teachers' response speech act in collective teaching activities were obtained, and this paper was formed by analyzing and summarizing the data. In group teaching activities, teachers' response speech acts can be divided into two categories: formative response and exploratory response. Formative responses include analytical responses, evaluative responses, demanding responses, informative responses, and exploratory responses including guided responses, informed responses, stimulative responses, and ascending responses. The factors that affect the present situation of teachers' response speech acts include teachers' teaching concept, teaching activities, teachers' questioning methods, teachers' expectations, and the degree of tacit understanding between teachers and children. The teacher's guide way, the teaching activity order. The study attempts to form an explanatory understanding of the characteristics of teachers' response speech acts, and on the basis of exploring the characteristics and influencing factors of their use, puts forward some educational suggestions, including the preparation work before the response. Doing well the concrete implementation of response speech act and reflection on the use of response speech act can provide some reference for kindergarten practice.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：G615

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本文編號(hào)：2284608