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幼儿园阅读教学作为促进儿童语言发展的重要载体，其质量提升的关键在于厘清阅读教学师幼言语互动的有效性特征。为此，研究以45个幼儿园阅读教学视频为研究对象，从互动特征、语言特征和概念特征三个维度展开分析，揭示幼儿园阅读教学师幼言语互动的有效性特征。研究发现：第一，有效的阅读教学师幼言语互动呈现平等对话现象，且互动模态丰富，但目前部分阅读教学师幼言语互动存在权威对话现象，且互动模态单一；第二，有效的阅读教学师幼言语互动中教师立足儿童语言与思维的最近发展区提供语言示范，但目前部分教师的语言词汇单一、句法简单；第三，有效的阅读教学师幼言语互动中教师需要进行概念性谈话，但目前教师缺乏对概念性谈话的有效关注。基于此，建议构建平等且多模态的阅读教学师幼言语互动，打造高质量的师幼言语互动环境；立足于儿童语言与思维的最近发展区，打造适宜的语言环境；重视概念性谈话，提高去语境化语言的使用。
Abstract：Kindergarten reading instruction, as a vital vehicle for promoting children's language development, hinges on clarifying the characteristics of effective teacher-child verbal interactions. To this end, this study analyzed 45 video recordings of reading instruction from kindergartens in China, examining interactional characteristics, linguistic features, and conceptual attributes—to reveal the characteristics of effective teacher-child verbal interaction in kindergarten reading instruction. The findings revealed three points. First, effective teacher-child interactions in reading instruction exhibit equal dialogue and rich interaction modalities, whereas in some cases, interactions were dominated by authoritative dialogue and limited to single modalities. Second, effective interactions involve teachers providing linguistic modeling within children's zones of proximal development in language and cognitive development; yet some teachers still rely on limited vocabulary and simple syntax. Third, effective teacher-child interactions in reading instruction require teachers engaging children in conceptual conversations, but many teachers currently lack sufficient attention to this dimension. Based on these findings, the following recommendations are proposed: constructing equal and multimodal teacher-child verbal interactions to create a high-quality interactive environment; fostering an appropriate linguistic environment grounded in children's zones of proximal language and cognitive development; and placing greater emphasis on conceptual conversations, thereby enhancing the use of decontextualised language.
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(1)使用词汇的水平采用词汇与平均语句长度之比衡量。
基本信息:
中图分类号:G613.2
引用信息:
[1]陈小红,闵兰斌,张义宾.幼儿园阅读教学师幼言语互动的有效性特征——基于45个阅读教学视频的分析[J].全球教育展望,2025,54(10):144-160.
基金信息:
新疆师范大学2025年度研究生校级科研创新项目“新疆幼儿园教师国家通用语言输入质量评估体系建构及应用研究”(项目编号：XSY202501006); 新疆维吾尔自治区2023年度社会科学基金项目“新疆少数民族学前儿童国家通用语言发展评价研究”(项目编号：2023BJYX117); 2024年度国家社会科学基金项目“基于人工智能的汉语儿童语用发展评估与语用障碍诊断系统研究”(项目编号：24BYY119); 2025年度国家社会科学基金项目“新疆学前儿童中华民族共同体意识建构机制与培育路径研究”(项目编号：XMA250371)的研究成果