中班语言集体教学活动中教师非言语理答行为的调查研究——以A市X幼儿园为例

Investigation and Study of Teachers’ Non-Verbal Answering Behavior in the Middle Class Language Collective Teaching Activity—Taking X Kindergarten in A City as an Example

摘要: 理答是一种别样的师幼互动，积极有效的理答既能表现出幼儿教师的专业能力，又能够拉近师幼之间的心理距离。本研究采用观察法、访谈法，对A市X幼儿园中班语言集体教学活动中的师幼非言语互动现象进行分析，结果发现：教师对非言语理答行为的认识停留于表面；教师的理答刻意追求预设的活动目标；教师理答的对象固定且单一，没有面向全体幼儿；教师给予幼儿的候答时间较短；教师在活动中普遍采用终止性理答方式。因此提出：幼儿园为教师创造条件，加深教师对非言语理答的认识；加强自身学习，缩小理念认识与实际做法之间的差距；教师要兼顾言语与非言语理答，发挥非言语理答的作用；有效利用非言语理答，传达教师的心理期望；教师应具备理答的公平意识，兼顾全体幼儿的建议。

Abstract: Reasoning is a different kind of teacher and child interaction, positive and effective reasoning can not only show the professional ability of preschool teachers, but also close the psychological distance between teachers and children. This study uses observation method and interview method to analyze the non-verbal interaction in the collective teaching activities of middle class in X kindergarten in A city, and the results show that the teachers’ understanding of non-verbal behavior remains on the surface; the teacher’s reason deliberately pursues the preset activity goal; the waiting time for the children is short; and the teachers generally adopt the termination method in the activities. Therefore, it is proposed that kindergartens create conditions for teachers to deepen their understanding of non-verbal answers; strengthen self-learning, narrow the gap between concept understanding and actual practice; teachers should balance verbal and nonverbal answers and non-verbal answers; effectively use non-verbal answers to convey the psychological expectations of teachers; teachers should have a sense of fairness and take into account the suggestions of all children.