数学活动区教师—儿童互动分析

发布时间：2018-05-05 13:27

本文选题：教师—儿童互动 + 幼儿园教育　；参考：《学前教育研究》2008年12期

【摘要】：本研究对数学活动区中教师—儿童互动事件进行了量化分析与质性描述。结果表明,尽管教师—儿童互动大多由教师发起,但教师对儿童发起的互动大多持鼓励态度;教师—儿童互动多为短暂的互动,但它对儿童的自主活动起到了支持、引导、检查和督促作用;教师—儿童互动中运用频次较高的策略为:启发思考、提高活动难度、鼓励以及提供新的信息;儿童在与教师互动中的主动性仍有待加强。
[Abstract]:In this study, a quantitative analysis and qualitative description of teacher-child interaction events in mathematical activity areas were carried out. The results show that although teacher-child interaction is mostly initiated by teachers, teachers are mostly encouraged to initiate child-initiated interactions, while teacher-child interactions are mostly short-lived interactions, but they support and guide children's autonomous activities. The strategies used frequently in teacher-child interaction are: enlightening thinking, increasing the difficulty of activities, encouraging and providing new information; the initiative of children in interaction with teachers still needs to be strengthened.
【作者单位】：华东师范大学学前教育系;上海市长宁实验幼儿园;
【分类号】：G613.4

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