幼儿园集体教学活动中教师反馈语运用的特征分析  

An Analysis of the Characteristics of Teachers’Feedback Language in Kindergarten Group Teaching Activities

作　　者：唐玉盈 蒋忠心 TANG Yu-ying;JIANG Zhong-xin(Faculty of Education,Guangxi Normal University,Guilin 541006,China)

机构地区：[1]广西师范大学教育学部,广西桂林541006

出　　处：《陕西学前师范学院学报》2023年第10期96-102,共7页Journal of Shaanxi Xueqian Normal University

摘　　要：为探究南宁市某幼儿园教师在集体教学活动中教师反馈语运用的特征,运用观察法收集共30个集体教学活动视频,并使用Nvivo12软件从反馈策略和反馈指向两个方面进行分析。研究表明:幼儿园教师的反馈语具有反馈策略单一、偏向维持秩序、偏向反馈距离近且位于中间的幼儿、偏向反馈单个幼儿的特征;同时还存在缺乏教学反思、教师负向反馈语过多、教师反馈语策略单一、教师较少运用体态语言、多媒体运用过多的问题。为了提高教师反馈语言的水平,教师应加强教学反思,注重语言的规范性,渗入情感反馈,合理运用多媒体技术。In order to explore the characteristics of teachers’feedback language in group teaching activities of a kindergarten in Nan⁃ning city,a total of 30 videos of group teaching activities were collected by observation method,and Nvivo12 software was used to ana⁃lyze the feedback strategy and feedback direction.The study showed that the feedback language of kindergarten teachers had the char⁃acteristics of single feedback strategy,biased to maintain order,biased feedback to the children who are close and in the middle,and biased feedback to a single child.At the same time,there were some problems such as lack of teaching reflection,too much negative feedback,single feedback strategy,less use of body language and too much use of multimedia.In order to improve the level of teach⁃ers’feedback language,teachers should strengthen teaching reflection,pay attention to the standardization of language,infiltrate emotional feedback,and rationally use multimedia technology.

关 键 词：幼儿园 集体教学活动 教师反馈语 

分 类 号：G615[文化科学—学前教育学]