摘要
为考察幼儿园优质课师幼言语互动特点,使用iFIAS编码系统对教学过程中发生的师幼互动语料进行整理分析。结果发现:在良好的师幼言语互动中,师幼言语高峰交替出现,情感氛围和谐融洽;教师更多使用间接言语延展互动过程,强化言语深入而具象;提问方式灵活多变,问答互动倾向化整为零;幼儿掌握话语权,言语回应隐藏着教育契机。主要启示:有效的师幼言语互动体现出教与学双主体地位的平等性;兼容技术性与艺术性的教师言语促进了课程教学的创生;深入地幼儿持续主动言语体现出教师对幼儿话语权的尊重。
In order to study the characteristics of verbal interaction between teachers and children in high-quality classes,iFIAS was used to sort out and analyze the teacher-child interaction corpus in the teaching process.The result shows that:in effective teacherchild language interactions,the peak of teachers’and children’s speech appear alternately,and the emotional atmosphere is harmonious;teachers use more indirect speech to extend the interaction process and strengthen the depth and concreteness of speech;the way of asking questions is flexible,and the interaction tends to break up the whole into parts;children master the right to speak,and educational opportunities are hidden in verbal response.The implication of the research is that:effective verbal interaction between teachers and children reflects the equality of teaching and learning;Teachers’speech with technical and artistic consideration promotes the creation of curriculum teaching;In-depth continuous active speech of children reflects teachers’respect to children’s right to speak.
作者
李雪晴
李爱秋
贾美娟
LI Xue-qing;LI Ai-qiu;JIA Mei-juan(School of Preschool and Primary Education,Shenyang Normal University,Shenyang 110034,China)
出处
《陕西学前师范学院学报》
2022年第7期52-59,共8页
Journal of Shaanxi Xueqian Normal University
基金
田家炳基金会专项项目(2020年)。
关键词
iFIAS
优质课
师幼言语互动
iFIAS
High-quality class
Verbal interaction between teachers and children
