让幼儿进行有意义的对话——基于对大班幼儿日常对话的调查  

Engaging Children in Meaningful Dialogue: Based on Children’s Daily Dialogue

作　　者：王小溪[1] 

机构地区：[1]沈阳师范大学学前与初等教育学院

出　　处：《幼儿教育（教育科学）》2015年第7期6-9,共4页Early Childhood Education(Educational Sciences)

摘　　要：本研究对某省3个市4所幼儿园5个大班的幼儿的E1常对话情况进行了为期3个月的调查，共收集到对话案例492件，对话语句2001条。统计分析表明，幼儿之间的对话大致可分为日常生活对话、游戏活动对话、炫耀攀比对话、意外事件对话、征求回应对话、物质材料对话、探讨学习对话等。其中，围绕物质材料的对话次数最多，围绕游戏活动的对话时间最长。为帮助幼儿建构有意义的对话，教师可在集体教学活动中组织幼儿开展充分的交流，以帮助幼儿通过倾听找到“对话主题”，并组织幼儿开展专门的以“对话”为主要学习方式的集体教学活动。The author investigated the daily dialogue of 5 classes of children from 4 kindergartens in 3 cities for 3 months, and collected 492 pieces of dialogue and 2001 dialogue statements. The data analysis shows children＇s dialogue can be divid- ed into 7 categories： daily life dialogue, game dialogue, comparison dialogue, accidents dialogue, seeking response dialogue, physical materials dialogue, and learning dialogue. Of all categories, physical materials dialogue is the most often one, while game dialogue is the longest one. In order to help children to talk meaningfully, teachers should help children to find ＂dia- logue theme＂ through listening attentively in their collective teaching activities in class, and help children participate those kinds of activities using ＂dialogue＂ as the major teaching method.

关 键 词：幼儿 对话 意义 

分 类 号：G612[文化科学—学前教育学]