【摘要】：口語(yǔ)交際能力是現(xiàn)代人必備的基本素質(zhì)之一。作為培育國(guó)家未來(lái)主人的幼兒教師更應(yīng)該受到良好的口語(yǔ)交際教育，具備基本的口語(yǔ)交際知識(shí)、口語(yǔ)交際能力和口語(yǔ)交際素養(yǎng)，口語(yǔ)交際課程是幼兒師范學(xué)校學(xué)生必修的文化基礎(chǔ)課。本文主要從幼師口語(yǔ)交際教學(xué)的理論基礎(chǔ)、幼師學(xué)生口語(yǔ)交際能力現(xiàn)狀調(diào)查、幼師學(xué)生口語(yǔ)交際能力匱乏的原因分析、在口語(yǔ)交際教學(xué)中滲透?jìng)鹘y(tǒng)文化的策略等方面進(jìn)行了探索。 本文共分四大部分： 第一部分論述幼師口語(yǔ)交際教學(xué)的理論基礎(chǔ)，即合作學(xué)習(xí)理論。從心理學(xué)、社會(huì)學(xué)等角度來(lái)看合作學(xué)習(xí)更利于全面關(guān)注教學(xué)過(guò)程中師生雙方的狀況，，更利于學(xué)習(xí)者相互合作，共同進(jìn)步，對(duì)于學(xué)習(xí)者個(gè)人能力的提高、班級(jí)學(xué)習(xí)氛圍的優(yōu)化、學(xué)生良好心理素質(zhì)的形成也會(huì)起到積極作用。合作學(xué)習(xí)理論對(duì)口語(yǔ)交際教學(xué)具有較強(qiáng)的指導(dǎo)意義。 第二部分結(jié)合調(diào)查問(wèn)卷對(duì)幼師學(xué)生口語(yǔ)交際能力現(xiàn)狀進(jìn)行了分析。 第三部分對(duì)幼師學(xué)生口語(yǔ)交際能力匱乏的原因進(jìn)行了分析，主要從學(xué)生角度、教師角度、其他角度三個(gè)方面展開(kāi)，從中找出了文化知識(shí)儲(chǔ)備薄弱、教學(xué)手段單一、課程內(nèi)容枯燥等方面原因，在此基礎(chǔ)上提出了在口語(yǔ)交際教學(xué)中吸取傳統(tǒng)文化精髓以優(yōu)化教學(xué)效果的策略。 第四部分結(jié)合教學(xué)實(shí)踐，提出在口語(yǔ)交際教學(xué)中滲透?jìng)鹘y(tǒng)文化的具體策略，包括在口語(yǔ)交際教學(xué)中營(yíng)造傳統(tǒng)文化氛圍、利用傳統(tǒng)文化中的情感教育、根據(jù)幼師學(xué)生的性別特點(diǎn)開(kāi)展口語(yǔ)交際教學(xué)等。
[Abstract]:Oral communicative competence is one of the essential qualities of modern people. As the future masters of the country, the preschool teachers should have good oral communication education, basic oral communication knowledge, oral communication ability and oral communication literacy. Oral communication course is a required cultural basic course for students in preschool normal schools. In this paper, the theoretical basis of oral communication teaching in kindergarten teachers' colleges, the investigation of the present situation of students' oral communicative competence in kindergarten teachers' colleges, and the analysis of the reasons for the lack of oral communication competence of students in kindergarten teachers' colleges are discussed. This paper explores the strategies of infiltrating traditional culture in oral communication teaching. This paper is divided into four parts: the first part discusses the theoretical basis of oral communication teaching in kindergarten teachers, that is, cooperative learning theory. From the perspective of psychology and sociology, cooperative learning is more conducive to pay more attention to the situation of both teachers and students in the teaching process, to the mutual cooperation and progress of learners, to the improvement of learners' personal ability and to the optimization of class learning atmosphere. The formation of good psychological quality of students will also play a positive role. Cooperative learning theory has a strong guiding significance for oral communication teaching. The second part analyzes the present situation of oral communication ability of kindergarten normal school students with questionnaire. The third part analyzes the reasons for the lack of oral communication ability of kindergarten teachers students, mainly from the perspective of students, teachers, and other angles to find out that cultural knowledge reserves are weak, teaching means are single. On the basis of this, the author puts forward the strategy of absorbing the essence of traditional culture in oral communication teaching in order to optimize the teaching effect. The fourth part combines the teaching practice, proposes the concrete strategy which infiltrates the traditional culture in the oral communication teaching, including constructs the traditional culture atmosphere in the oral communication teaching, utilizes the traditional culture emotion education. According to the gender characteristics of normal school students, oral communication teaching and so on.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G658.1;G652

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