师幼对话式共读策略与儿童语言发展的关系探析  

Exploring the Relationship between Teacher-Child Dialogic Shared Reading Strategies and Children's Language Development

作　　者：杨帆[1] 杜如意 张曼曼 YANG Fan;DU Ru-yi;ZHANG Man-man(College of Education Science,Xinjiang Normal University Urumqi 830017,China)

机构地区：[1]新疆师范大学教育科学学院,乌鲁木齐830017

出　　处：《语言与翻译》2025年第1期87-95,共9页Language and Translation

基　　金：自治区社科联新时代党的治疆方略理论与实践研究课题(2024ZJFLY19);2024年度山东省人文社科课题重大招标项目“铸牢中华民族共同体意识研究”(2024-ZDZB-09)。

摘　　要：儿童语言发展在个体发展中占据重要位置。师幼共读已被证实是促进儿童语言发展的重要教育实践。为了进一步探究师幼对话式共读策略与儿童语言发展的关系及其独特作用,以华东师范大学儿童语言研究中心zhou2语料库中的60名儿童及其主班教师作为研究对象进行分析,结果发现,教师具有一定的共读意识,但各策略使用频率存在不平衡性;不同的共读策略对儿童语言发展具有不同的贡献价值;共读问题设计相对简单和封闭,缺乏认知挑战性。基于上述发现,要发挥教师角色作用,构建多种共读策略均衡发展的对话软环境;关注儿童回应,不做“独白”式教师;擅用认知挑战性问题,为儿童语言发展搭建适宜的支架。The language development of children is crucial for individual academic success.Shared reading between teachers and young children has been proven to be an important educational practice that promotes children's language development.In order to further explore the relationship between teacher-child dialogic shared reading strategies and children's language development,as well as their unique roles,a study was conducted analyzing 60 children and their main class teachers from the Zhou2 corpus in the Children's Language Research Center at East China Normal University.The results indicate that teachers have a certain awareness of shared reading,but there is an imbalance in the frequency of strategy usage.Different shared reading strategies contribute differently to children's language development,and shared reading prompts are relatively simple and closed,lacking cognitive challenges.Based on these findings,it is important to create a dialogic soft environment for shared reading with a variety of balanced strategies;focus on children's responses,avoiding a"self-questioning"teaching style;utilize cognitive challenging questions effectively to provide children with suitable language frameworks.

关 键 词：对话式 师幼共读 共读策略 儿童 语言发展 

分 类 号：H193.1[语言文字—汉语]