公开硕士学位论文 中文题目 幼儿园大班游戏活动中幼儿同伴言语交往特点研究 英文题目 large-classchildren companions’ communication words characteristic kindergartengame 教育科学学院学科专业 教育学原理研究方向 王小溪指导教师 幼儿园大班游戏活动中幼儿同伴言语交往特点研究专业名称:教育学原理 人:王小溪指导教师:侯莉敏 论文答辩委员会 主席: 委员: 幼儿园大班游戏活动中幼儿同伴言语交往特点研究研究生姓名:王小溪 导师姓名:侯莉敏 学科专业:教育学原理 研究方向:学前教育 年级:2007 中文摘要本研究采用调查法,通过现场观察、访谈收集资料,对发生在大班幼儿同伴间的言语 交往行为进行了分析,并对这种行为进行了影响因素的探讨和对促进这种行为的提高提出 了教育性的建议。 在对大班幼儿同伴言语交往的分析部分,研究者将大班幼儿的言语交往行为中的言语 类型分为s,陈述言语(针对外界事物和表述自身立场等),包括s1(肯定陈述)和s2(否 定陈述);q,疑问言语;i 祈使言语,分为i1(命令、要求言语)、i2(请求、恳求言语)、 i3(安慰、劝告言语)和i4(询问、建议言语);d 表态言语(针对同伴的要求和行为表 现等),分为 d1(认同、肯定言语)、d2(赞赏、表扬言语)、d3(反对、否定言语)、d4 (讽刺、挖苦言语)、d5(威胁言语);言语性质分为积极言语、消极言语和中性言语;言 语策略分为亲社会策略、强制策略和一般性策略。 研究表明,大班幼儿在同伴言语交往中使用的言语类型由高到低依次为:肯定陈述> 命令、要求言语>疑问言语>否定陈述>询问、建议言语>请求、恳求言语>反对、否定言语> 讽刺、挖苦言语>认同、肯定言语>威胁言语>安慰、劝告言语>赞赏、表扬言语。其中肯定 陈述的使用频率最高而赞赏、表扬言语的使用频率最低;使用言语的性质以中性言语为主, 其次是消极言语和积极言语;所采用的言语策略以一般性策略为主,强制策略和亲社会策 略为辅;言语交往没有显著的性别差异,男幼儿在消极言语的使用和强制策略的采用上略 多于女幼儿。 在对大班幼儿同伴言语交往行为的特性分析部分,研究者认为大班幼儿同伴言语交往 具有约定性、流动性、诗意性、谐趣性的特性。 在对大班幼儿同伴言语交往行为的影响因素分析部分,研究者分析了影响大班幼儿言 语交往行为的四个核心因素: 1.幼儿社会认知中对言语的编码能力;2.幼儿言语交往所处 的环境;3.幼儿的言语行为特征;4.幼儿言语交往的物质支持。 最后在研究和反思的基础上研究者提出了促进大班幼儿同伴言语交往更好发展的策 II 略:1.幼儿教师的导向作用,包括:(1)活动中——幼儿教师的支架作用;(2)活动后—— 幼儿教师和幼儿的谈话分享;(3)平时——注意提高幼儿的言语表达能力。2.父母对幼儿 言语交往的物质支持。 词:幼儿园游戏活动大班幼儿 同伴言语交往 III large-classchildren companions’ communication words characteristic kindergartengame Graduate Name: Wang xiaoxi Instructor Name: Professor Hou Limin Specialized subjects: Principles EducationResearch direction: Pre-school education Grade: 2007 Abstract studyadopts questionnairemethod collectingdata materials through fieldobservation interviews.Along authoranalyzes largeclass children companions’ speech communicative action educationalsuggestion analyzingchildren’s companion speech communication, researcherclassifies large class children companions’ communication words statementwords( externalthings position,etc.), including s1 (certain statements) s2(negative statements); doubtwords; imperativewords, including i1 (orders, demand words), i2 (request, begged words), i3 (comfort advicewords) i4(inquiry, suggest words); declarewords companionsask behavior,etc.), including d1 (identification, certain words), d2 (admiration, praise words), d3 (against, deny words), d4 (ironically, sarcasm words), d5 (threat words). Words’ nature divides positivewords, negative words neutralwords. Words’ strategies involve prosaically, compulsory generalones. Study shows largeclass children useswords types from high follows:certain statements orders,demand words doubtwords> negative statements inquiry,suggest words >request, begged words against,deny words ironically,sarcasm words identification,certain words threatwords advicewords> admiration, praise words. highestfrequent use type certainstatements lowestfrequent type admiration,praise word. mainlyused neutralwords, positive negativewords wordsstrategy gives priority generalstrategy, prosaically compulsorystrategies complementary. Companions’ communication words have obviousgender differences, boysadopt negative words compulsorystrategy slightly more than those girls do. largeclass children words companions’communication, IV researcher thinks children’stalks have characteristics:contractual, fluid, poetic, humorous. influencefactors, researcheranalyzes four core factors: 1.children’s social cognitive ability children’sspeech communication environment; 3.children's speech act; 4.material support. Finally,On thoseresearches researcherproposes developmentchildren companions’ communication words: 1.the premise-preschool teacher's guidance, including: preschoolteacher's support;(2) after activities preschoolteachers childrenshare dailylife- pay more attention improvechildren's words expressionability.2.Parents should take material supports childrencompanions’ communication words. Key words: kindergarten game; largeclass children; companions’ communication words VI(二)关于研究的现场 10