本文選題：科學(xué)活動(dòng) + 言語(yǔ)行為　； 參考：《西北師范大學(xué)》2009年碩士論文

【摘要】： 在幼兒園教育活動(dòng)中,幼兒教師運(yùn)用指導(dǎo)語(yǔ)是其教育行為中的言語(yǔ)行為。師幼之間以語(yǔ)言為中介,將教師的幫助和幼兒的活動(dòng)緊密聯(lián)系起來(lái)。表現(xiàn)于外的教師言語(yǔ)行為承負(fù)著教師的教育理念,對(duì)活動(dòng)的理解和思考,對(duì)幼兒的理解和認(rèn)識(shí),以及教師自己的個(gè)性和技能等。在幼兒園科學(xué)探究活動(dòng)中,教師使用言語(yǔ)進(jìn)行指導(dǎo),不僅保證了科學(xué)活動(dòng)目標(biāo)的落實(shí),更重要的是有效的言語(yǔ)運(yùn)用策略可以激發(fā)并維持幼兒在探究活動(dòng)中的興趣,延伸幼兒探究行為的深度和廣度,進(jìn)而促進(jìn)幼兒探究行為的效度,而最終達(dá)成在教師鷹架式指導(dǎo)幫助下的幼兒自主建構(gòu)科學(xué)的學(xué)習(xí),從而實(shí)現(xiàn)幼兒科學(xué)教育的根本目標(biāo)。 在科學(xué)探究活動(dòng)中進(jìn)行科學(xué)有效的言語(yǔ)指導(dǎo)需要教師具備一定的教學(xué)策略。但是以往的研究及幼兒園科學(xué)活動(dòng)實(shí)施的現(xiàn)狀表明,教師對(duì)此的把握存在一定程度的不足。本研究結(jié)合幼兒園實(shí)踐,通過(guò)實(shí)地觀察、錄音、教師訪談,以及觀摩優(yōu)秀科學(xué)活動(dòng)的影像資料等,獲得幼兒園科學(xué)探究活動(dòng)中教師言語(yǔ)指導(dǎo)行為的各種資料,形成對(duì)教師指導(dǎo)科學(xué)活動(dòng)的言語(yǔ)行為的研究,以期能提高幼兒教師教學(xué)技能,從而提高幼兒園科學(xué)教育活動(dòng)質(zhì)量。研究分析了當(dāng)前幼兒園科學(xué)探究活動(dòng)中幼兒教師言語(yǔ)指導(dǎo)行為的類(lèi)型和特點(diǎn),以及影響教師指導(dǎo)語(yǔ)運(yùn)用的因素,并進(jìn)一步探討了在指導(dǎo)科學(xué)活動(dòng)時(shí)幼兒教師能夠運(yùn)用的一些有效的言語(yǔ)策略。在此基礎(chǔ)上,提出一定的教育建議,包括對(duì)指導(dǎo)語(yǔ)本身的反思,對(duì)言語(yǔ)運(yùn)用過(guò)程的反思等,以期為幼兒園的實(shí)踐提供一定借鑒。
[Abstract]:In kindergarten education activities, the use of guidance language is the speech act of kindergarten teachers' educational behavior. Teachers and children use language as an intermediary to closely link teachers' help with children's activities. The teachers' speech acts bear the teachers' educational idea, the understanding and thinking of the activities, the understanding and understanding of the young children, and the teachers' own personality and skills. In kindergarten scientific inquiry activities, teachers use language to guide, which not only ensures the implementation of the goal of scientific activities, but also can stimulate and maintain the interest of young children in inquiry activities. It extends the depth and breadth of children's inquiry behavior, and then promotes the validity of children's inquiry behavior, and finally achieves the children's autonomous construction of scientific learning under the guidance of the teacher's hawk frame, so as to achieve the fundamental goal of early childhood science education. Scientific and effective speech guidance in scientific inquiry activities requires teachers to have certain teaching strategies. However, the past research and the implementation of kindergarten scientific activities show that teachers have a certain degree of lack of grasp of this. This study combines kindergarten practice, through field observation, audio recording, teacher interviews, as well as observation of excellent scientific activities of the image materials, to obtain kindergarten scientific inquiry activities teachers' speech guidance behavior of all kinds of data. In order to improve the teaching skills of preschool teachers and improve the quality of kindergarten scientific education activities, the research on the speech acts of teachers guiding scientific activities is formed. This paper analyzes the types and characteristics of preschool teachers' speech guidance behavior in the current kindergarten scientific inquiry activities, and the factors that affect the use of teachers' guidance language. It also discusses some effective speech strategies which can be used by preschool teachers in guiding scientific activities. On this basis, the author puts forward some educational suggestions, including the reflection on the guiding language itself, the reflection on the process of speech use, and so on, in order to provide some reference for the practice of kindergarten.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：G613.3

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 朱金玲;幼兒園中班科學(xué)教育活動(dòng)教師指導(dǎo)研究[D];河北大學(xué);2011年

2 張莉;D省幼兒園語(yǔ)言競(jìng)賽活動(dòng)教師言語(yǔ)特征的個(gè)案研究[D];江西師范大學(xué);2012年

3 錢(qián)愿秋;農(nóng)村幼兒園教師科學(xué)領(lǐng)域教學(xué)準(zhǔn)備研究[D];西南大學(xué);2013年

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本文編號(hào)：1891549