集体教学活动中幼儿教师应答言语行为的个案研究_精品.docVIP

集体教学活动中幼儿教师应答言语行为的个案研究 The response speech act dealed with the students’ anwsers after the teacher asked the questions. As an important part of the classroom question , it related to the change of students’ learning style, the actulization of the value of interlocution teaching method intensely, so the teacher needed to grasp adept teaching skill and flexible teaching art to carry on scientific and reasonalbe response. As far as the children were concerned, the implementation of it influenced the interaction between teachers and children, the children’s congnitive progress and behavior selection. Considering from the literature summary and the present practice of it , the response speech act had not became the key point of kindergartens’research all the time, although its appliction existed some flawsThe research took a teacher in a kindergarten in Shanghai and the children in her class as objects, and the collective teaching activity as context to conduct case studyThrough the site observation, the sound recording and the interview, the data of how to use the response speech act had been gathered. On the basis of analyzing and concluding the data, the dessertation had been finished The research found on the collective teaching activity, the response speech act of preschool teacher could be devided into formed response and explosive response speech act. The former one included analysing, evaluating, requesting and notifing response, the latter one act was composed of guiding, knowing, encouring and promoting response. The factors that influenced the current situation of teacher’s response speech act were teaching ideas, teaching contents, the way of asking the questiongs, teacher’s expectation, the factors that influenced its application to become effective were the extend of tacit understanding, the guide way and the teaching rulesThe research tried to form the interpretation understanding on preschool teacher’s characteristics of appling the re