幼儿园中班师幼互动中教师提问性言语行为问题及建议

Teacher’s Question Problem and Suggestion for Kindergarten Teacherchild Interaction in Intermediate Class

选取大庆市3所幼儿园的6位中班教师的6段集体教学活动,采用弗兰德斯互动分析系统(FIAS)对6段活动中的师幼互动进行研究,并结合案例具体分析教师提问性言语行为存在的问题。研究发现师幼互动中教师提问性言语行为存在提问类型单一、提问程序化、提问无实际意义、提问对象有差异、反馈和评价缺乏针对性等问题。针对这些问题,提出加大开放式提问、注重问题的目的性和功能性、提问要尽量关注到每个幼儿以及教师的评价要具体的建议。

By selecting 6 group teaching activities of 6 intermediate class teachers in 3 kindergartens in Daqing City,Flanders Interactive Analysis system(FIAS)was used to study the teacher-child interaction in 6 activities.Combined with the case,the problems existing in teachers’question speech act are analyzed.It is found that there are some problems such as single type of question,procedure of question,no practical significance of question,difference of question objects,lack of pertinence of feedback and evaluation.In view of these problems,the following suggestions are put forward:to increase open questions,to pinpoint the purpose and function of the question,to pay attention to the evaluation of each child and the teacher to be specific and targeted.