【摘要】：本文主要采用文獻(xiàn)法和觀察法進(jìn)行研究,通過(guò)分析相關(guān)文獻(xiàn)并深入幼兒園現(xiàn)場(chǎng)觀察,對(duì)幼兒日常語(yǔ)言和教學(xué)語(yǔ)言特點(diǎn)進(jìn)行描述闡釋、對(duì)比分析,從而揭示幼兒語(yǔ)言現(xiàn)象、解釋其教育意義,促發(fā)教育反思。 幼兒日常語(yǔ)言是幼兒在“后臺(tái)”的語(yǔ)言,“后臺(tái)”遠(yuǎn)離了教師的視線、沒(méi)有規(guī)則的束縛,因此幼兒的語(yǔ)言是豐富的、自由的和互相溝通的。幼兒高興時(shí)可以大叫、受委屈時(shí)可以發(fā)牢騷、不順心時(shí)可以鄙視嘲笑對(duì)方。幼兒的日常語(yǔ)言是幼兒基于“生活世界”的語(yǔ)言,幼兒主動(dòng)體驗(yàn)、積極構(gòu)建自己的生活意義。幼兒日常語(yǔ)言充盈著幼兒的存在感和生命。因此,幼兒的日常語(yǔ)言是幼兒真實(shí)的表達(dá),是幼兒“內(nèi)部的心聲”。 幼兒的教學(xué)語(yǔ)言是幼兒在“前臺(tái)”的語(yǔ)言,即在教學(xué)活動(dòng)中基于教師提問(wèn)下的語(yǔ)言表現(xiàn)。“前臺(tái)”的規(guī)則與強(qiáng)制無(wú)處不在,因此幼兒的語(yǔ)言是簡(jiǎn)短的、規(guī)范的、甚至是機(jī)械的。在教學(xué)活動(dòng)中,老師總是會(huì)“居高臨下”,對(duì)幼兒提出要求,發(fā)出指令,其性質(zhì)帶有一定的強(qiáng)制性。一些“不該”和“要求”極大地限制了幼兒的表達(dá)欲望、剝奪了幼兒的發(fā)言權(quán)。幼兒審時(shí)度勢(shì),壓抑著、扮演著老師眼中的“好孩子”、充當(dāng)教師的“應(yīng)聲蟲”,主體性以及主動(dòng)性得不到很好的發(fā)展；教師在教學(xué)活動(dòng)中會(huì)象征性的向幼兒發(fā)問(wèn),然后引導(dǎo)幼兒按照自己預(yù)先的設(shè)計(jì)進(jìn)行回答,幼兒的思維被“規(guī)范”在既定“軌道”上,幼兒話語(yǔ)權(quán)被假性賦予,幼兒從“有話不敢言”最終“無(wú)話可說(shuō)”。 語(yǔ)言不僅僅是一種工具,它是人的存在的本身。幼兒語(yǔ)言是幼兒存在的“家”,教師必須理解幼兒的生活世界,塑造“我—你”的師幼關(guān)系。在教學(xué)活動(dòng)中,教師要善于聆聽幼兒的內(nèi)心世界,轉(zhuǎn)變對(duì)幼兒語(yǔ)言的評(píng)價(jià)方式,發(fā)揮幼兒的主體性,為幼兒提供更多自由表達(dá)的機(jī)會(huì),使幼兒“有話可說(shuō)”、“有話敢言”,讓幼兒的語(yǔ)言回歸本真世界。
[Abstract]:This paper mainly uses the method of literature and observation to study, through the analysis of the relevant literature and in-depth kindergarten field observation, describes and explains the characteristics of children's daily language and teaching language, compares and analyzes, so as to reveal the phenomenon of children's language, explain its educational significance and promote educational reflection. Children's daily language is the language of children in the "backstage". "backstage" is far from the teacher's line of sight, there is no rule of restraint, so the child's language is rich, free and communicate with each other. Children can shout when they are happy, complain when they are aggrieved, and despise and laugh at each other when they are unhappy. Children's daily language is based on the language of "life world". Children take the initiative to experience and actively construct their own meaning of life. Children's daily language is full of children's sense of existence and life. Therefore, the daily language of young children is the real expression of young children and the inner voice of young children. The teaching language of children is the language of children in the front desk, that is, the language expression based on teachers' questions in teaching activities. The rules and enforcement of the front desk are everywhere, so the language of young children is short, standardized, and even mechanical. In teaching activities, teachers will always "condescending", put forward requirements for young children, issue instructions, its nature is mandatory. Some "should" and "requirements" greatly limit children's desire to express, depriving children of their right to speak. Children judge the situation, suppress it, act as the "good child" in the eyes of the teacher, and act as the "responder" of the teacher. The subjectivity and initiative can not be well developed. In teaching activities, teachers will symbolically ask questions to young children, and then guide children to answer according to their own pre-design. Children's thinking is "standardized" on the established "track", children's right to speak is given falsely, and children from "dare not speak" finally "have nothing to say". Language is not only a tool, it is the existence of human beings themselves. Children's language is the "home" of children's existence. Teachers must understand children's life world and shape the teacher-child relationship between me and you. In teaching activities, teachers should be good at listening to the inner world of children, changing the way of evaluating children's language, giving full play to the subjectivity of children, providing more opportunities for children to express freely, so that children can "have something to say" and "dare to speak", so that children's language can return to the true world.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G612

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