VI(二)关于研究的现场····························································································9 (三)关于研究的时间····························································································9 三、资料的分析与整理····························································································9 四、研究资料的编码······························································································10 (一)幼儿同伴言语交往中言语类型的编码·······················································10 (二)幼儿同伴言语交往中言语性质的编码·······················································11 (三)幼儿同伴言语交往中言语策略的编码·······················································11 第 2 章 研究的结果与分析····················································································12 一、 幼儿园大班游戏活动中幼儿同伴言语交往量的研究结果与分析·················12 (一)幼儿园大班游戏活动中幼儿同伴言语交往的现状·····································12 1.幼儿同伴言语交往中言语类型使用的概况与原因分析·····································12 2.幼儿同伴言语交往中言语性质使用的概况与原因分析·····································13 3.幼儿同伴言语交往中言语策略使用的概况与原因分析·····································14 (二)幼儿园大班游戏活动中幼儿同伴言语交往的性别差异 ·····························16 1.幼儿同伴言语交往中言语类型使用的性别差异·················································16 2.幼儿同伴言语交往中言语性质使用的性别差异·················································17 3.幼儿同伴言语交往中言语策略使用的性别差异·················································18 二、 幼儿园大班游戏活动中幼儿同伴言语交往质的研究结果与分析·················19 (一)幼儿园大班游戏活动中幼儿同伴言语交往的案例列举与分析··················19 (二)幼儿园大班游戏活动中幼儿同伴言语交往的质的分析的结论··················23 1.幼儿同伴言语交往的特性····················································································23 2.幼儿同伴言语交往的影响因素 ············································································25 第 3 章 研究反思与建议························································································29 一、研究的一般结论································································································29 二、反思····················································································································29 (一)现实反思········································································································29 1.关注幼儿同伴言语交往具有重要意义·································································29 2.幼儿同伴言语交往具有永恒性 ············································································29 (二)对本研究的反思····························································································30 1.关于研究取样的反思····························································································30 VII2.关于研究方法的反思····························································································30 3.关于研究结果的反思····························································································31 三、建议——促进幼儿同伴言语交往更好发展的策略·········································31 (一)幼儿教师的导向作用····················································································32 1.活动中——幼儿教师的支架作用·········································································32 2.活动后——幼儿教师和幼儿的谈话分享·····························································34 3.平时——注意提高幼儿的言语表达能力·····························································35 (二)父母对幼儿言语交往的物质支持·································································36 结束语························································································································37 注释 ···························································································································38 参考文献 参考文献····················································································································41 附录一························································································································45 附录二························································································································47 读研期间发表的文章与参与的课题········································································49 VIII 表目录 表目录 表 2-1 观察记录收集事件的情况··················································································12 图目录 图目录 图 1-1 幼儿同伴言语交往中言语性质的维度·······························································11 图 1-2 幼儿同伴言语交往中言语策略的维度·······························································11 图 2-1 幼儿园大班游戏活动中幼儿同伴言语交往中言语类型使用情况直方图·······13 图 2-2 幼儿园大班游戏活动中幼儿同伴言语交往中言语性质使用情况直方图·······14 图 2-3 幼儿园大班游戏活动中幼儿同伴言语交往中言语策略使用情况直方图·······14 图 2-4 幼儿园大班游戏活动中男女幼儿同伴言语交往中言语类型使用情况···········17 图 2-5 幼儿园大班游戏活动中男女幼儿同伴言语交往中言语性质使用情况···········17 图 2-6 幼儿园大班游戏活动中男女幼儿同伴言语交往中言语策略使用情况···········18 图 2-7 幼儿同伴言语交往的流动系统 ··········································································24 图 2-8 社会认知中同伴言语交往的互动模型·······························································25 图 2-9 理想中的同伴言语交往环境 ············································································27 图 2-10 幼儿教师在幼儿同伴言语交往中的支架作用·················································34 1前 言 一、选题缘由 前 言 一、选题缘由 (一) 对幼儿园游戏活动中幼儿同伴言语交往的好奇 在选择毕业论文的研究方向时,研究者把研究点定位于幼儿同伴言语交往,在对大、中、小班幼儿在幼儿园一日活动中同伴言语交往的预观察中,研究者发现一日活动中的游戏活动是幼儿同伴言语交往最频繁的时刻,在幼儿阶段,同伴言语交往与游戏活动是密不可分的,幼儿将他对生活的理解浓缩在游戏活动中,其主要精力也是用于游戏活动中。游戏活动是承担幼儿同伴言语交往的重要载体和纽带,是幼儿成长的一个重要媒介和平台,在游戏中幼儿能真实的表现自己,充分的发展自己。在幼儿园的一日生活中,幼儿能自由和同伴言语交往的场景与时刻不多,游戏时间恰是一个允许幼儿同伴言语发生的最佳时刻,因而在游戏活动中来考察幼儿同伴言语交往是一种合适的选择。而相对于中、小班幼儿来说,大班幼儿的言语能力和...