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集体教学活动中幼儿教师应答言语行为的个案研究_精品
集体教学活动中幼儿教师应答言语行为的个案研究
The response speech act dealed with the students’ anwsers after the teacher asked
the questions. As an important part of the classroom question , it related to the change
of students’ learning style, the actulization of the value of interlocution teaching
method intensely, so the teacher needed to grasp adept teaching skill and flexible
teaching art to carry on scientific and reasonalbe response. As far as the children were
concerned, the implementation of it influenced the interaction between teachers and
children, the children’s congnitive progress and behavior selection. Considering from
the literature summary and the present practice of it , the response speech act had not
became the key point of kindergartens’research all the time, although its appliction
existed some flawsThe research took a teacher in a kindergarten in Shanghai and the children in her
class as objects, and the collective teaching activity as context to conduct case studyThrough the site observation, the sound recording and the interview, the data of how
to use the response speech act had been gathered. On the basis of analyzing and
concluding the data, the dessertation had been finished
The research found on the collective teaching activity, the response speech act of
preschool teacher could be devided into formed response and explosive response
speech act. The former one included analysing, evaluating, requesting and notifing
response, the latter one act was composed of guiding, knowing, encouring and
promoting response. The factors that influenced the current situation of teacher’s
response speech act were teaching ideas, teaching contents, the way of asking the
questiongs, teacher’s expectation, the factors that influenced its application to become
effective were the extend of tacit understanding, the guide way and the teaching rulesThe research tried to form the interpretation understanding on preschool
teacher’s characteristics of appling the re
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