幼兒園數(shù)學教學活動中的互動分析——基于視頻的微觀情境分析

摘要： 師幼互動是反映學前教育質量的重要指標,課堂互動分析一直受到國內(nèi)外學者的廣泛重視。本研究基于幼兒園中班數(shù)學教學視頻案例,采用微觀情境分析法和訪談法,立足社會建構主義視角,從認知建構、話語結構、具身認知以及"物"的參與等方面,對幼兒的數(shù)學學習過程和師幼雙方在此特定情境中的互動行為進行實證分析,結果發(fā)現(xiàn)集體教學活動是促進幼兒個體經(jīng)驗相互碰撞和融合的有效方式,能夠引發(fā)幼兒不斷產(chǎn)生新的沖突和認識,幼兒在此場域中通過師幼互動、幼幼互動及與環(huán)境和"物"的互動,能夠"具身"體驗到豐富多樣的信息,不過依然存在教師對幼兒掌握知識技能的結果過分關注,期待幼兒說出"正確答案"等消極行為,忽視了幼兒作為學習主體的學習動機和身心感受。為提高幼兒園數(shù)學課堂互動質量,教師應注意構建早期數(shù)學學習網(wǎng)絡,拓展課堂互動的"第三空間",促進師幼互動的身心融合,走向動態(tài)生成式學習。
Teacher-child interaction is one of the most important factors of the quality of early child education. The analysis of mathematics classroom interaction has been paid much attention in recent years.Based on a video case of 4 ～5-year-old children's mathematics learning in a kindergarten,this paper adopts approach of microanalysis based on video and video-cue interview to make an empirical analysis from the perspectives of social constructivism,the aspects of cognitive conflict,discourse structure,physical cognition and the participation of "things",which describes the behavior of teachers' teaching and children's learning in the classroom environment of kindergarten and the characteristics of the interaction between teachers and children in early childhood mathematics teaching. Besides, three aspects for further discussion are presented here. Firstly,construct the early math-learning network. Secondly,explore the"third space"of mathematics classroom. Thirdly,move towards dynamic generative learning.