摘要
采用观察法,对60名3~6岁幼儿发起假装游戏所使用的元交际信号进行分析。结果发现:(1)随着年龄增长,3~6岁幼儿发起假装游戏所使用的元交际信号逐步由非言语向言语过渡。(2)区域活动中所使用的元交际信号呈现出借助特定材料、受制于材料探索能力等特点,生活活动中所使用的元交际信号呈现出利用肢体动作、即兴发生等特点。(3)熟悉同伴关系下所使用的元交际信号呈现出可识别、不断转换等特点,不熟悉同伴关系下所使用的元交际信号呈现出反复解释、控制等特点。研究者据此提出相关建议。
Using observation as research method,the researchers analyzed the metacommunication signals in the initiation of pretend play of 60 children aged 3-6.The results are as follows:(1)The metacommunication signals used by children aged 3-6 in pretend play show a tendency of transition from non-verbal signals to verbal signals with the increase of age.(2)Metacommunication signals used in regional activities show a feature of borrowing special materials and being limited by material exploring ability,and metacommunication signals used in life activities show a feature of using spontaneous physical actions.(3)The signals used by familiar peers are identifiable and changed frequently,and signals used by unfamiliar peers are repeatedly explained and are controlled.Some suggestions are provided.
作者
魏梦琦
龙红芝
Wei Mengqi;Long Hongzhi(College of Educational Science,Hengyang Normal University,Hengyang,421002;College of Education,Northwest Normal University,Lanzhou,730070)
出处
《幼儿教育（教育科学）》
2019年第1期44-47,共4页
Early Childhood Education(Educational Sciences)
基金
2018年教育部人文社会科学研究规划基金项目“3~6岁藏族儿童汉语学习的心理机制研究”的研究成果之一,项目批准号:18YJA850006
关键词
假装游戏
元交际信号
3~6岁幼儿
pretend play
metacommunication signals
children aged 3-6
