幼儿园科学活动中的师幼互动研究  

A Study on Teacher-child Interaction in Kindergarten Science Activity

作　　者：梁玉华[1] 梁学芹 董昕 

机构地区：[1]天津师范大学教育科学学院,天津300387 [2]四川井研县新兴九年制学校,井研613100 [3]天津河西区第一幼儿园,天津300202

出　　处：《幼儿教育（教育科学）》2015年第3期9-12,25,共5页Early Childhood Education(Educational Sciences)

基　　金：天津师范大学横向项目“天津市幼儿园教师入职资格制度实施现状调查与分析”的研究成果之一,项目批准号:52WR13

摘　　要：通过对12个幼儿园科学活动的调查发现,当前科学活动中师幼互动的频率较高.从互动的发起者来看,由教师发起较多,由幼儿发起较少,反映了双方地位的差异.当教师作为互动发起者时,互动的内容主要是引领探究、规则约束,互动大多集中在引入、猜想假设环节.当幼儿作为互动发起者时,互动的内容主要是寻求指导与帮助、征询许可、展示探究结果,互动大多集中在实验操作环节.建议教师进一步转变儿童观,树立适宜的科学教育观,通过师幼互动突出科学教育活动的独特价值.The investigation of kindergarten science activity indicates l^igh frequency of current teacher-child interaction. Teachers initiate interaction more often than children do, which shows the status difference. When teachers initiate an interaction, mostly they want to guide children＇s exploration, and discipline. It occurs especially at the stages ot＇introduction and prediction. When children initiate an interaction, mostly they need teachers＇ guide or help, ask for permit, and present results of their exploration. It occurs mainly at the stage of practical operation. It is suggested that teachers change their concept of children, build scientific opinion for education, and highlight unique value of science education activity through teacher-child interaction.

关 键 词：幼儿园 科学活动 师幼互动 主体地位 

分 类 号：G612[文化科学—学前教育学]