幼儿园中班集体谈话活动中教师指导现状及策略研究

摘要谈话中良好的对话能力是他们口语能力的重要组成部分，也是通过互动和对话发展起来的。因此，谈话不仅对幼儿的口语发展具有重要意义，对发展其他方面也具有重要作用。但在幼儿园开展的集体谈话活动中，教师的指导仍存在一些不足，本研究以虎林市的三所特色园的9个中班、18名中班教师以及开展共56个集体谈话活动案例为研究对象。通过在幼儿园的观察、访谈和案例分析的方法，了解幼儿园中班在开展集体谈话活动中出现的具体情况，深入分析、探索其原因，在此基础总结教师在集体谈话活动中存在的问题并对此提出相应解决策略。关键词：集体谈话活动；教师指导；中班幼儿AbstractConversation is an important part of children's speaking ability,and good conversation is animportant part of their speaking ability,which is also developed through interaction and dialogue.Therefore,conversation is important not only for young children's oral development,but also forother aspects of their development.Young children's language is developed through use,that is,through real verbal communication.However,there are still some unavoidable problems in the guidance of teachers in theactivities carried out in kindergartens,such as this study based on 9 middle and 18 middle classteachers in three characteristic kindergartens in Hulin City,and a total of 56 cases of group talkactivities.Through observation,interviews and case analysis in kindergartens,we can understandthe specific situation of kindergarten middle class in carrying out collective conversationactivities,deeply analyze and explore the reasons,summarize the problems existing in teachers'collective conversation activities and propose corresponding solutions to them.This study considers the problems and causes according to the specific situation,from theguidance status of teachers'guidance to carry out collective conversation activities,includingguidance content,guidance frequency and guidance strategies,and analyzes the problems andcauses of teacher guidance,summarizes the problems existing in teachers'collectiveconversation activities and puts forward corresponding solutions,which can solve the practicalproblems in kindergarten conversation activities on the one hand,and provide reference forteachers'practical guidance on the other hand.Keywords:group talk activity:teacher's guidance;middle class child目录引言…(一)问题提出1(二)研究意义1.理论意义。。。。12.实践意义(三)文献综述1.相关研究综述2.概念界定..3(四)研究计划..31.研究日的..32.研究内容.33.研究对象..…44.研究方法......45.研究工具...…?一、中班集体谈话活动中教师指导现状分析.·.5(一)教师对集体谈话活动的指导理念.........51.教师对集体谈话活动的认知.·.…2.教师对集体谈话活动中自身角色的认知.5(二)教师对集体谈话活动的指导行为情况….61.活动开展前教师的指导情况...62.活动开展过程中教师的指导现状..73.活动结束后教师的总结和评价....8二、教师教学中存在的问题及分析......。10(一)教师对集体谈话活动的重要性认识不清10(二)教师在集体谈话活动中指导能力不足101.活动情境缺乏创设.....102.谈话的话题不恰当...103.谈话活动目标模糊.....…104.谈话过程中指导策略单一.......11(三)教师集体谈话活动中总结与评价缺乏11三、中班集体谈话活动中教师指导的改善策略12(一)加强对集体谈话活动的认知......12(二)不断丰富集体谈话的教学形式....·12