幼儿园语言教学活动中的师幼对话模式——基于教学对话分析系统的分析

The Teacher-child Dialogue Pattern of Language Teaching Activities in Kindergartens:Based on SEDA Analysis

本研究以教学对话分析系统为工具,对福州市10所幼儿园的30次语言集体教学活动视频中的师幼对话模式进行分析,结果发现:在幼儿园语言教学活动的师幼对话中,教师主要扮演邀请幼儿表达观点的角色,幼儿则主要是对问题进行澄清和阐述;师幼对话模式主要有二元模式、三元模式和多元模式,其中二元模式占主要地位;教师自身素养和幼儿年龄等会影响师幼对话模式。研究者据此提出教育建议。

By the Cam-UNAM Scheme for Educational Dialogue Analysis(SEDA),this study analyzes the teacher-child dialogue patterns in 30 videos of language collective teaching activities in ten kindergartens in Fuzhou.The results show that in the dialogues teachers mainly play the role of inviting children to express their views,while children are clarifying and explaining the problems.The dialogue pattern is characterized by duality,ternary and pluralism with the duality as the main one,and is affected by teachers'quality and children's age.Therefore,the researchers put forward some suggestions.