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幼儿集体教学中师幼语言行为在某种程度上体现了幼儿园集体教学的实质。教师的语言行为和语言素质会对儿童语言素质的培养造成直接的影响。目前幼儿园英语集体教学存在师幼语言行为结构不合理、教师语言行为有效性差、儿童语言行为表现不平衡等问题。要改变这种现状,提升学前期儿童语言素质培养的质量,英语教师必须调整集体教学活动中师幼语言行为结构和比例,强调儿童发展的整体性和能动性,提高教师语言行为的有效性,注重教师语言行为方式的“多样化”、内容的“生活化”、节奏和回应的“动态化”和辅助手段的“到位化”。
To some extent, the collective practice of preschool children in kindergartens reflects the essence of collective teaching. Teacher’s language behavior and language quality will have a direct impact on children’s language quality training. At present, there are some problems in kindergarten English collective teaching, such as the irrational structure of language and behavior of teachers and children, the poor effectiveness of teachers’ linguistic behaviors and the imbalance of children’s language behaviors. To change this situation and enhance the quality of children’s language quality training in early childhood, English teachers must adjust the structure and proportion of teachers and children in collective teaching activities, emphasize the integrity and initiative of children’s development, and enhance the effectiveness of teachers’ language behaviors. Teachers’ “diversification” of language and behavior, “life” of content, “dynamic” of rhythm and response, and “in-place” of auxiliary means.