师幼言语互动现状分析:基于现场分类观察的研究

Analysis of Current Situation of Teacher-child Speech Interaction:A Study Based on Field Classification Observation

师幼言语互动是学前教育得以实施的依托,也是教师实践智慧的集中体现。通过解读师幼言语互动和教师言语行为,可以从师幼言语互动方式、师幼言语互动受益面、师幼言语互动目的三个维度观察师幼言语互动,自主开发观课工具,以团队合作、分类观察的方式,走进教学现场,收集大量具体、实证信息,比较全面地掌握当前教师与幼儿言语互动中存在的外显行为问题,分析导致师幼言语互动不良的根源性问题并提出适切对策和建议,为教师基于证据改进言语行为提供直接支持,提升教育教学质量。

Teacher-child speech interaction is the basis for the implementation of preschool education,it is also theembodiment of teachers’practical wisdom.By interpreting teacher-child speech interaction and teachers’verbal behavior,we have observed teacher-child speech interaction from three dimensions:teacher-child speech interaction method,benefits,and purpose,developed lesson observation tools,and collected a large number of concrete and empirical information based on teamwork and classified as well as on-site observation.We have fully graspedthe current explicit behavior problems in the speech interaction between teachers and children and analyzed the root causes of poor speech interaction,as a result,we have put forward appropriate countermeasures and suggestions to directly support teachers for improving their verbal behavior based on evidence and thus enhancing education quality.