摘要
本研究选取10所幼儿园,在每所幼儿园选取3个大班,将30名主班教师及170名幼儿作为样本,考察班级语言学习材料和空间质量、师幼互动质量及幼儿词汇发展水平之间的关系,发现师幼互动中的情感支持、班级管理和教学支持三个领域之间存在显著正相关,班级语言学习材料和空间质量与师幼互动中的情感支持、班级管理和教学支持质量之间存在显著正相关,师幼互动中的教学支持质量在班级语言学习材料和空间质量与幼儿词汇发展水平之间发挥重要作用。
This study selected 30 head teachers and 170 children from 30 top classes in 10 kindergartens as samples.The relationships between classroom language learning materials and spatial quality,teacher-child interaction quality,and children's vocabulary development were investigated.The results showed a significant positive correlation between emotional support,class management,and teaching support in teacher-child interaction.There was also a significant positive correlation between the quality of emotional support,class management,and teaching support in teacher-child interaction and the quality of clssroom language learning materials and spatial quality.Furthermore,teaching support in teacher-child interaction had a significant impact on the relationship between classroom language learning materials and spatial quality and children's vocabulary development.
作者
李深键
费广洪
刘水潺
吴舒曼
Li Shenjian;Fei Guanghong;Liu Shuichan;Wu Shuman(Faculty of Education,Shenzhen University,Shenzhen,Guangdong,518060;College of Education,Guangdong Baiyun University,Guangzhou,Guangdong,510450)
出处
《幼儿教育》
2024年第27期9-12,45,共5页
Early Childhood Education
基金
广东省教育科学规划课题“广东省幼儿园保教质量监测工具体系及实施办法的研究”的研究成果之一,课题编号:2022JKZG071。
关键词
班级语言学习材料和空间质量
师幼互动质量
大班幼儿词汇发展水平
中介作用
classroom language learning materials and spatial quality
the quality of teacher-child interaction
vocabulary development of preschool children in top classes
mediation
