3~4 岁幼儿自语现象的叙事研究  

A Narrative Study on 3~4-year-old Children’s Private Speech in Kindergarten

作　　者：樊程 陶志琼[2] FAN Cheng;TAO Zhiqiong(Changzhou Transportation Technician College,Changzhou 213000;College of Teacher Education,Ningbo University,Ningbo 315211,China)

机构地区：[1]常州交通技师学院,江苏常州213000 [2]宁波大学教师教育学院,浙江宁波315211

出　　处：《宁波教育学院学报》2021年第2期1-6,共6页Journal of Ningbo Institute of Education

基　　金：国家社会科学基金“十三五”规划教育学一般课题“建国70年来学前教育价值取向的变迁研究”(BHA190139)。

摘　　要：幼儿语言是了解幼儿的有效途径,而自语作为言语的一种形式,其在表现形式上属于外部言语,但却实现着内部思维的功能,反映了幼儿内心的所思所想。自语是以内部需求为源头、活动事件为中介而产生的;对于自语行为的发生者来说,自语可促进幼儿语言发展、帮助思维展开、辅助活动进行、调控幼儿身心;对于教育者来说,通过自语可以更加深入地了解到幼儿内心世界,帮助教育者及时调整教育方法。Children’s language is an effective way to understand children.A private speech is a form of children’s speech.It belongs to external speech in form,but functions as internal thinking and reflects the children’s inner thoughts.The private speech is generated by internal needs with the source and activity events serving as the mediator.For the generators of private speech,private speech can promote their language development and thinking,assist activities,and regulate physical and mental health of children.For educators,they can learn more about the inner world of children through private speech,and help them adjust their education methods in time.

关 键 词：3~4岁幼儿 个案研究法 自语 价值 

分 类 号：G61[文化科学—学前教育学]