幼儿园建构游戏中师幼言语互动研究——基于改良版iFIAS互动分析系统

A Study on Teacher-Children Verbal Interaction in Kindergarten Construction Games—Based on the Improved iFIAS Interactive Analysis System

摘要: 建构游戏对幼儿多元智能发展具有不可替代的价值，而师幼言语互动质量直接影响建构游戏。本研究采用改良版弗兰德斯互动分析系统(iFIAS)，从师幼言语结构、情感氛围、教师言语风格及问答模式四维度，探究建构游戏中师幼言语互动质量。研究显示，当前互动存在四方面问题。基于对话教学理论与幼儿身心发展特点，提出优化策略：重构师幼言语结构以凸显幼儿主体；构建积极氛围鼓励幼儿主动表达；优化言语反馈促进深度学习；提升教师提问能力培养幼儿创新思维。

Abstract: Construction games possess irreplaceable value for the development of young children’s multiple intelligences, and the quality of teacher-children verbal interaction directly determines the effectiveness of construction games. Adopting the Improved Flanders Interaction Analysis System (IFIAS), this study explores the quality of teacher-children verbal interaction in kindergarten construction games from four dimensions: verbal structure, emotional atmosphere, teachers’ verbal styles and question-and-answer modes. The findings reveal four prominent problems existing in current interactive practices. Combined with dialogic teaching theory and the physical and mental development characteristics of young children, this paper puts forward targeted optimization strategies: restructuring the verbal interaction structure to highlight children’s dominant status; creating a positive interactive atmosphere to encourage children’s active expression; optimizing teachers’ verbal feedback to promote children’s in-depth learning; and improving teachers’ questioning ability to cultivate children’s innovative thinking.