幼儿园语言教学活动中的师幼互动研究——基于课堂评价评分系统(CLASS)视角  

The Interaction between Teacher and Children in Language Teaching Activities in the Kindergarten:From the Perspective of the Classroom Assessment Scoring System

作　　者：曹高慧[1] 王春燕[1] 

机构地区：[1]浙江师范大学杭州幼儿师范学院

出　　处：《幼儿教育（教育科学）》2014年第3期6-11,共6页Early Childhood Education(Educational Sciences)

基　　金：教育部2010年度人文社会科学研究规划基金项目“幼儿园集体教学活动有效性研究”的研究成果之一,项目编号:10YJA880131

摘　　要：师幼互动是促进幼儿语言能力发展的重要途径。本研究使用课堂评价评分系统（CLASS），对杭州市两所幼儿园大、中、小班的语言教学活动进行了评价分析，结果表明，11个样本反映出在幼儿园语言教学活动中，师幼互动处于中等水平。在师幼互动的三个维度中，情感氛围得分最高，其次为活动组织，得分最低的是教育支持。总的来说．11个样本中的师幼互动氛围是温馨和谐的，但存在着反馈质量不高，语言示范作用不强，对促进幼儿元认知发展关注不足等问题。Teacher-child interaction is very important in language learning. By using Classroom Assessment Scoring System （CLASS） as a measurement tool, the authors observed and analyzed the interaction between teachers and children in language teaching activities in 2 kindergartens in Hangzhou and the assessment of the 11 samples indicated that the interaction in language teaching in kindergarten was at medium level. Of all the three dimensions, the emotion atmosphere obtained the highest score, followed by activity organization, and then education support. Generally, the 11 samples show that the atmosphere of the interaction between teachers and children is warm and harmonious. However, there are some problems existing： low quality of the feedback, weak language models and insufficient attention to the promotion of children＇s metacognition development.

关 键 词：幼儿园语言教学活动 师幼互动 CLASS 新视角 

分 类 号：G612[文化科学—学前教育学]