幼儿口语叙事能力培养的行动研究
发布时间：2019-03-29 18:50
【摘要】：幼儿的口语叙事能力是一种脱离语境的有组织讲述的语言能力,对幼儿的全面发展具有重要的意义。学前儿童的口语叙事能力不仅是衡量学前儿童口语表达能力的重要标准,还是评价学前儿童语言能力的重要指标。本研究采用行动研究法、观察法及访谈法,通过实践教学的方式,探讨培养幼儿口语叙事能力的方法及策略,为幼儿教师的口语叙事教学提供一定的参考。笔者运用无字图画书《青蛙,你在哪里?》搜集幼儿口语叙事资料,加以分析,了解幼儿口语叙事的水平,运用访谈法、观察法,了解教师关于叙事的知识储备,、教学状况及其面临的困惑。笔者与班级任课教师形成研究合作小组,制定活动方案,实施方案,实施后进行反思、调整、再实施。在不断的实践与反思中;研究小组成员总结幼儿口语叙事教学的策略与方法。本研究结合幼儿园一日活动安排,探讨了不同的口语叙事活动类型,主要有故事阅读活动、综合活动之讲述环节、'科学探索发现活动中—"我的发现"叙述、"宝贝趣事"叙述活动、"我的周末"—发挥家长"支架"作用的叙事报告活动。这些活动贯穿于幼儿园一日活动安排的集体教学活动环节、户外活动环节、生活过渡环节。在组织幼儿口语叙事的活动中,本研究总结了培养幼儿口语叙事能力的教学策略:(1)创设叙述活动的情景,为幼儿叙事提供凭借物;(2)合理利用幼儿在园的零碎时间,给每个幼儿叙述的机会;(3)善于发觉幼儿的兴趣点,激发幼儿的叙事热情;(4)发挥家长的"支架"作用,为幼儿叙述提供支持。除此之外,本研究针对教师在日常教学中促进幼儿口语叙事能力发展提出了一些教育建议:(1)注重培养幼儿的"倾听"能力——为叙事插上翅膀;(2)为幼儿提供促进叙事能力不同维度发展的图书;(3)观察是教师指导叙事的基础;(4)提供叙事能力发展的支持性环境。
[Abstract]:Children's oral narrative ability is a kind of organized narrative language ability without context, which is of great significance to the all-round development of young children. The oral narrative ability of preschool children is not only an important criterion to measure the oral ability of preschool children, but also an important index to evaluate the linguistic ability of preschool children. This study adopts the methods of action research, observation and interview, and probes into the methods and strategies of cultivating children's oral narrative ability through the way of practical teaching, in order to provide some reference for the oral narrative teaching of preschool teachers. The author collects and analyzes the oral narrative data of young children by using the picture book "Frog, where are you?" to understand the level of oral narrative of young children, to use interview method, observation method, and to understand the knowledge reserve of teachers about narrative. The teaching situation and the perplexity that it faces. The author and the class teacher form research cooperation group, make the activity plan, after the implementation carries on the reflection, the adjustment, again carries on the implementation. In the continuous practice and reflection, members of the research group summarized the strategies and methods of oral narrative teaching for young children. Based on the arrangement of kindergarten day-day activities, this study explores different types of oral narrative activities, mainly including story reading activities, comprehensive activities of the narrative link, 'scientific exploration discovery activities-"my discovery" narrative, "Baby fun" narrative activities, "my weekend"-play the role of parent "scaffolding" narrative reporting activities. These activities run through the kindergarten day activities arranged in the collective teaching activities, outdoor activities, life transition links. In organizing the activities of children's oral narration, this study summarizes the teaching strategies of cultivating children's oral narrative ability: (1) creating the scene of narrative activities to provide borrowing materials for children's narration; (2) make reasonable use of the children's piecemeal time in the garden to give each child the opportunity to describe; (3) be good at discovering the interests of the young children and stimulate the children's narrative enthusiasm; (4) give play to the role of the parents as the "scaffolding" to provide support for the children's narration. In addition, this study puts forward some educational suggestions for teachers to promote the development of children's oral narrative ability in daily teaching: (1) pay attention to the cultivation of children's "listening" ability-inserting wings for narrative; (2) provide books for children to promote the development of narrative ability in different dimensions; (3) observation is the basis for teachers to guide narrative; (4) provide supporting environment for the development of narrative ability.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2
本文编号：2449791
[Abstract]:Children's oral narrative ability is a kind of organized narrative language ability without context, which is of great significance to the all-round development of young children. The oral narrative ability of preschool children is not only an important criterion to measure the oral ability of preschool children, but also an important index to evaluate the linguistic ability of preschool children. This study adopts the methods of action research, observation and interview, and probes into the methods and strategies of cultivating children's oral narrative ability through the way of practical teaching, in order to provide some reference for the oral narrative teaching of preschool teachers. The author collects and analyzes the oral narrative data of young children by using the picture book "Frog, where are you?" to understand the level of oral narrative of young children, to use interview method, observation method, and to understand the knowledge reserve of teachers about narrative. The teaching situation and the perplexity that it faces. The author and the class teacher form research cooperation group, make the activity plan, after the implementation carries on the reflection, the adjustment, again carries on the implementation. In the continuous practice and reflection, members of the research group summarized the strategies and methods of oral narrative teaching for young children. Based on the arrangement of kindergarten day-day activities, this study explores different types of oral narrative activities, mainly including story reading activities, comprehensive activities of the narrative link, 'scientific exploration discovery activities-"my discovery" narrative, "Baby fun" narrative activities, "my weekend"-play the role of parent "scaffolding" narrative reporting activities. These activities run through the kindergarten day activities arranged in the collective teaching activities, outdoor activities, life transition links. In organizing the activities of children's oral narration, this study summarizes the teaching strategies of cultivating children's oral narrative ability: (1) creating the scene of narrative activities to provide borrowing materials for children's narration; (2) make reasonable use of the children's piecemeal time in the garden to give each child the opportunity to describe; (3) be good at discovering the interests of the young children and stimulate the children's narrative enthusiasm; (4) give play to the role of the parents as the "scaffolding" to provide support for the children's narration. In addition, this study puts forward some educational suggestions for teachers to promote the development of children's oral narrative ability in daily teaching: (1) pay attention to the cultivation of children's "listening" ability-inserting wings for narrative; (2) provide books for children to promote the development of narrative ability in different dimensions; (3) observation is the basis for teachers to guide narrative; (4) provide supporting environment for the development of narrative ability.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2
【参考文献】
相关硕士学位论文 前2条
1 田婷婷;幼儿园听说游戏选材与运用研究[D];重庆师范大学;2015年
2 张海霞;学前儿童看图叙事顺序能力研究[D];华东师范大学;2007年
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