跨文化视域下中日幼儿园教师心理状态语言使用的比较研究
A Comparative Study on the Usage of Psychological State Language by Chinese and Japanese Kindergarten Teachers in a Cross-cultural Perspective
李鸿鑫 1卢中洁 1邹月 1邹群霞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
本研究采用语料分析法对中国和日本各 12 名幼儿园教师在 30 分钟自由游戏片段中产生的 8453 条小句进行分析.研究发现,在自由游戏的师幼互动中,日本幼儿园教师使用更多的心理状态语言.在语言类型上,中国幼儿园教师使用认知类心理状态语言的频率更高,而日本幼儿园教师使用意愿类和情绪类心理状态语言的频率更高.此外,中日幼儿园教师与不同年龄段幼儿(4 岁以上和 4 岁以下)互动时心理状态语言的运用也呈现不同特征.基于此,本研究提出相关教育建议.
Abstract
This study used corpus analysis to analyze 8453 utterances produced by 12 kindergarten teachers from China and Japan during a 30-minute free play session.The study found that in teacher-child interactions during free play,Japanese kindergarten teachers used more psychological state language.In terms of language types,Chinese kindergarten teachers used cognitive psychological state language more frequently,while Japanese kindergarten teachers used volitional and emotional psychological state language more frequently.In addition,the use of psychological state language by Chinese and Japanese kindergarten teachers in interactions with children of different age groups(over 4 years old and under 4 years old)also showed different characteristics.Based on these findings,this study proposes relevant educational recommendations.
关键词
心理状态语言/中日比较/教育建议Key words
psychological state language/comparison between China and Japan/educational suggestion引用本文复制引用
出版年
2024
NETL
NSTL
万方数据