新手幼儿园教师教学语言优化的行动研究  

An Action Research on the Optimization of Teaching Language of New Preschool Teachers

作　　者：赵蝶 郑燕佳 刘茜[3] Zhao Die;Zheng Yan-jia;Liu Qian(School of Teacher Education,West Yunnan University,Lincang 677000,China;Gaobu New Century Yilong Bay Kindergarten,Dongguan 523285,China;Department of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]滇西科技师范学院教师教育学院,云南临沧677000 [2]高埗新世纪颐龙湾幼儿园,广东东莞523285 [3]西南大学教育学部,重庆400715

出　　处：《陕西学前师范学院学报》2025年第2期78-87,共10页Journal of Shaanxi Xueqian Normal University

基　　金：云南省哲学社会科学规划重点项目(ZD20202)。

摘　　要：教师的教学语言对幼儿早期语言发展与认知拓展有重要影响。通过三轮行动,发现教师在教学语言使用中存在方言语音干扰、提问语延展性不足、指令语功能弱化及学前语言储备匮乏等问题。为此,构建了以国家通用语言规范化、提问技巧优化、指令语言精准化及语用策略丰富化为核心的语言优化方案。建议师范院校应加强教师语言运用能力的系统培养,幼儿园应建立教师职业语言能力发展支持体系,教师需结合个人特点不断提升语言素养。The teaching language of teachers significantly impacts the early language development and cognitive expansion of young children.Through three rounds of action,it is found that teachers are facing with several challenges in their teaching language,including interference from dialect phonetics,insufficient extensibility in questioning,weakened functionality of instructional language,and a lack of preschool language reserves.In response,a language optimization plan is developed,focusing on the standard spoken and written language normalization,optimization of questioning skills,precision in instructional language,and enrichment of pragmatic strategies.It is recommended that normal universities should strengthen the systematic training of students’language application abilities,that kindergartens should establish a supporting system for the professional language development of teachers,and that educators should continuously enhance their language proficiency in line with their personal characteristics.

关 键 词：新手教师 师徒结对 教学语言 语言素养 

分 类 号：G615[文化科学—学前教育学]