5-6岁幼儿的早期阅读集体活动中教师的言语行为研究.docVIP

5-6岁幼儿的早期阅读集体活动中教师的言语行为研究 摘要 此次研究主要指在研究学前儿童中5-6岁的大班幼儿，在早期阅读集体活动中教师的言语行为。笔者选择实习所在的幼儿园中随机抽取的10名大班教师作为研究对象，对教师开展的集体早期阅读活动进行了观察记录和分析，并针对如何提高阅读活动中教师言语行为的质量提出了建议。在对教师言语行为进行分析的过程中,笔者按照言语的功能性将教师言语行为分成了四大类,即组织性言语行为、讲述性言语行为、提问性言语行为和反馈性言语行为。在研究结果与分析中，笔者根据这四大类，将记录的教师言语行为进行了分类，并相对应的进行了统计和分析。 关键词：幼儿早期阅读；教师言语行为；研究设计；结论分析 A Research on the Verbal Behavior of Teachers of the Top Classes of Kindergarten in Dealing with Children’s Early Reading Activities Abstract In this study, the author mainly through the observation of teaching and learning activities were collected, randomly selected ten teachers as the research object, on the 10 teachers in the teaching of speech acts are analyzed, and the influence of teachers verbal behaviors factors were discussed, and finally puts forward some suggestions on improving the teachers verbal behavior. In the teachers speech act analysis process, the author according to the function of the speech will teachers verbal behaviors are divided into four categories, namely organization of speech act, tells the story of speech act, questions of speech act and feedback of speech act. Organization of speech act is mainly used for to maintain order, guiding, issue instructions and deal with unexpected events, about speech act is mainly used for description, reading and guide, questions of speech act is mainly used for question, repeat questions and questioning, feedback of speech act is mainly used for Ken set evaluation, negative evaluation, error correction, repetition and response. Key words：early childhood reading，teachers speech acts，research design，conclusion analysis 一、绪论 （一）问题的提出 教师的“言语行为”这个概念是在1923由英国人类学家马林诺夫斯基提出的，在此之后又有许许多多的研究者进行言语行为的理论研究，他们最初是从语言哲学和语用学进行研究的，之后开始慢慢结合实践，走入课堂观察师幼互动的情况、教师言语和幼儿言语，他们所进行的这些实践研究，丰富了言语行为理论，推动了言语行为理论的发展。在查阅文献的时候我发现，我国的研究者在研究相关课题的时候，大多都是参考了前人研究者的理论和研究方法，然后根据这些理论对国内课堂中的现状进行再分析。笔者在检索的时候发现，对教师言语行为的研究对象主要集中在中小学，或者大学，对幼儿园的教师言语行为研究相对较少，继而对于早期阅读活动中的教师言语行为研究就更少了。 大班幼儿作为学前教育对象中最大的年龄段儿童，他们的习惯培养有着特殊的意义。阅读对于他们来说既是对已有的学习能力的检测，也是为迈入小学做的