幼兒口語(yǔ)敘事能力培養(yǎng)的行動(dòng)研究
發(fā)布時(shí)間：2019-03-29 18:50
【摘要】：幼兒的口語(yǔ)敘事能力是一種脫離語(yǔ)境的有組織講述的語(yǔ)言能力,對(duì)幼兒的全面發(fā)展具有重要的意義。學(xué)前兒童的口語(yǔ)敘事能力不僅是衡量學(xué)前兒童口語(yǔ)表達(dá)能力的重要標(biāo)準(zhǔn),還是評(píng)價(jià)學(xué)前兒童語(yǔ)言能力的重要指標(biāo)。本研究采用行動(dòng)研究法、觀察法及訪談法,通過(guò)實(shí)踐教學(xué)的方式,探討培養(yǎng)幼兒口語(yǔ)敘事能力的方法及策略,為幼兒教師的口語(yǔ)敘事教學(xué)提供一定的參考。筆者運(yùn)用無(wú)字圖畫書《青蛙,你在哪里?》搜集幼兒口語(yǔ)敘事資料,加以分析,了解幼兒口語(yǔ)敘事的水平,運(yùn)用訪談法、觀察法,了解教師關(guān)于敘事的知識(shí)儲(chǔ)備,、教學(xué)狀況及其面臨的困惑。筆者與班級(jí)任課教師形成研究合作小組,制定活動(dòng)方案,實(shí)施方案,實(shí)施后進(jìn)行反思、調(diào)整、再實(shí)施。在不斷的實(shí)踐與反思中;研究小組成員總結(jié)幼兒口語(yǔ)敘事教學(xué)的策略與方法。本研究結(jié)合幼兒園一日活動(dòng)安排,探討了不同的口語(yǔ)敘事活動(dòng)類型,主要有故事閱讀活動(dòng)、綜合活動(dòng)之講述環(huán)節(jié)、'科學(xué)探索發(fā)現(xiàn)活動(dòng)中—"我的發(fā)現(xiàn)"敘述、"寶貝趣事"敘述活動(dòng)、"我的周末"—發(fā)揮家長(zhǎng)"支架"作用的敘事報(bào)告活動(dòng)。這些活動(dòng)貫穿于幼兒園一日活動(dòng)安排的集體教學(xué)活動(dòng)環(huán)節(jié)、戶外活動(dòng)環(huán)節(jié)、生活過(guò)渡環(huán)節(jié)。在組織幼兒口語(yǔ)敘事的活動(dòng)中,本研究總結(jié)了培養(yǎng)幼兒口語(yǔ)敘事能力的教學(xué)策略:(1)創(chuàng)設(shè)敘述活動(dòng)的情景,為幼兒敘事提供憑借物;(2)合理利用幼兒在園的零碎時(shí)間,給每個(gè)幼兒敘述的機(jī)會(huì);(3)善于發(fā)覺幼兒的興趣點(diǎn),激發(fā)幼兒的敘事熱情;(4)發(fā)揮家長(zhǎng)的"支架"作用,為幼兒敘述提供支持。除此之外,本研究針對(duì)教師在日常教學(xué)中促進(jìn)幼兒口語(yǔ)敘事能力發(fā)展提出了一些教育建議:(1)注重培養(yǎng)幼兒的"傾聽"能力——為敘事插上翅膀;(2)為幼兒提供促進(jìn)敘事能力不同維度發(fā)展的圖書;(3)觀察是教師指導(dǎo)敘事的基礎(chǔ);(4)提供敘事能力發(fā)展的支持性環(huán)境。
[Abstract]:Children's oral narrative ability is a kind of organized narrative language ability without context, which is of great significance to the all-round development of young children. The oral narrative ability of preschool children is not only an important criterion to measure the oral ability of preschool children, but also an important index to evaluate the linguistic ability of preschool children. This study adopts the methods of action research, observation and interview, and probes into the methods and strategies of cultivating children's oral narrative ability through the way of practical teaching, in order to provide some reference for the oral narrative teaching of preschool teachers. The author collects and analyzes the oral narrative data of young children by using the picture book "Frog, where are you?" to understand the level of oral narrative of young children, to use interview method, observation method, and to understand the knowledge reserve of teachers about narrative. The teaching situation and the perplexity that it faces. The author and the class teacher form research cooperation group, make the activity plan, after the implementation carries on the reflection, the adjustment, again carries on the implementation. In the continuous practice and reflection, members of the research group summarized the strategies and methods of oral narrative teaching for young children. Based on the arrangement of kindergarten day-day activities, this study explores different types of oral narrative activities, mainly including story reading activities, comprehensive activities of the narrative link, 'scientific exploration discovery activities-"my discovery" narrative, "Baby fun" narrative activities, "my weekend"-play the role of parent "scaffolding" narrative reporting activities. These activities run through the kindergarten day activities arranged in the collective teaching activities, outdoor activities, life transition links. In organizing the activities of children's oral narration, this study summarizes the teaching strategies of cultivating children's oral narrative ability: (1) creating the scene of narrative activities to provide borrowing materials for children's narration; (2) make reasonable use of the children's piecemeal time in the garden to give each child the opportunity to describe; (3) be good at discovering the interests of the young children and stimulate the children's narrative enthusiasm; (4) give play to the role of the parents as the "scaffolding" to provide support for the children's narration. In addition, this study puts forward some educational suggestions for teachers to promote the development of children's oral narrative ability in daily teaching: (1) pay attention to the cultivation of children's "listening" ability-inserting wings for narrative; (2) provide books for children to promote the development of narrative ability in different dimensions; (3) observation is the basis for teachers to guide narrative; (4) provide supporting environment for the development of narrative ability.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G613.2
本文編號(hào)：2449791
[Abstract]:Children's oral narrative ability is a kind of organized narrative language ability without context, which is of great significance to the all-round development of young children. The oral narrative ability of preschool children is not only an important criterion to measure the oral ability of preschool children, but also an important index to evaluate the linguistic ability of preschool children. This study adopts the methods of action research, observation and interview, and probes into the methods and strategies of cultivating children's oral narrative ability through the way of practical teaching, in order to provide some reference for the oral narrative teaching of preschool teachers. The author collects and analyzes the oral narrative data of young children by using the picture book "Frog, where are you?" to understand the level of oral narrative of young children, to use interview method, observation method, and to understand the knowledge reserve of teachers about narrative. The teaching situation and the perplexity that it faces. The author and the class teacher form research cooperation group, make the activity plan, after the implementation carries on the reflection, the adjustment, again carries on the implementation. In the continuous practice and reflection, members of the research group summarized the strategies and methods of oral narrative teaching for young children. Based on the arrangement of kindergarten day-day activities, this study explores different types of oral narrative activities, mainly including story reading activities, comprehensive activities of the narrative link, 'scientific exploration discovery activities-"my discovery" narrative, "Baby fun" narrative activities, "my weekend"-play the role of parent "scaffolding" narrative reporting activities. These activities run through the kindergarten day activities arranged in the collective teaching activities, outdoor activities, life transition links. In organizing the activities of children's oral narration, this study summarizes the teaching strategies of cultivating children's oral narrative ability: (1) creating the scene of narrative activities to provide borrowing materials for children's narration; (2) make reasonable use of the children's piecemeal time in the garden to give each child the opportunity to describe; (3) be good at discovering the interests of the young children and stimulate the children's narrative enthusiasm; (4) give play to the role of the parents as the "scaffolding" to provide support for the children's narration. In addition, this study puts forward some educational suggestions for teachers to promote the development of children's oral narrative ability in daily teaching: (1) pay attention to the cultivation of children's "listening" ability-inserting wings for narrative; (2) provide books for children to promote the development of narrative ability in different dimensions; (3) observation is the basis for teachers to guide narrative; (4) provide supporting environment for the development of narrative ability.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G613.2
【參考文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前2條
1 田婷婷;幼兒園聽說(shuō)游戲選材與運(yùn)用研究[D];重慶師范大學(xué);2015年
2 張海霞;學(xué)前兒童看圖敘事順序能力研究[D];華東師范大學(xué);2007年
，本文編號(hào)：2449791
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