大班集体绘画活动中师幼言语互动与幼儿创造力关系的研究

Relationship between Teacher-child Verbal Interaction and Children’s Creativity in Collective Drawing Activity

研究者对北京市4所一级一类幼儿园大班集体绘画活动中的师幼言语互动内容、师幼行为表现、活动环境和活动材料等进行了观察，重点对幼儿创作的绘画作品以及师幼言语互动内容进行分析，以探讨师幼言语互动与幼儿创造力之间的关系。研究发现．大班集体绘画活动中的师幼言语互动可分为四种类型，幼儿创造力有三种表现，且两者存在一定的关联。研究者据此提出了相关教育建议。

In this study, the author conducted non-participant observation to collect data about drawing activities in four classes in four Group A kindergartens in Beijing, focusing on teacher-child verbal interaction content, teacher-child behav- ior, activity environment and materials. The author also analyzed drawing work created by children and teacher-child verbal interaction content, trying to explore the relationship between teacher-child verbal interaction and children＇s creativity. The results indicate that teacher-child verbal interaction in drawing activities can be divided into four types and there are three in- dicators for children＇s creativity, both are inter related to some extent. Accordingly, the author provides some suggestions for educators.