不同游戏形态下师幼言语互动的特征分析——基于语言的人际功能视角
Analysis of the Characteristics of Teacher-Child Verbal Interaction under Different Games from A Linguistic Interpersonal Function Perspective
刘大海 1郝翌钧1
作者信息
- 1. 浙江师范大学儿童发展与教育学院,浙江杭州,311231
- 折叠
摘要
本研究运用语料分析法,以浙江省杭州市10所幼儿园12个班的教师和幼儿为研究对象,探究不同游戏形态下师幼言语互动的特征,及师幼人际功能言语使用的差异.结果表明,不同游戏形态下的师幼言语互动均以教师目的性求取为主导;师幼共同主导的游戏中师幼人际互动类型丰富且质量较优;教师主导的游戏中教师指令较强而幼儿话语地位隐退;幼儿主导的游戏中幼儿主体地位凸显但言语互动质量较低.
Abstract
This study employs corpus analysis to investigate disparities in language usage between teachers and children in 12 classes across 10 kindergartens located in Hangzhou,Zhejiang Province.It also examines how teacher-child language interaction varies depending on the type of game played.The study reveals that teacher-child language interaction is frequently dominated by the teacher's deliberate intention,however,joint play leads to more diverse and higher quality interactions.In teacher-led games,children's discourse status tends to diminish as the teacher's commands become more forceful,while games dominated by young children may feature significant child participation but less quality verbal interaction.
关键词
游戏/游戏形态/师幼言语互动Key words
games/games forms/teacher-child language interaction引用本文复制引用
基金项目
浙江省哲学社会科学规划项目(20NDQN269YB)
出版年
2024
NETL
NSTL
万方数据