摘 要：小班幼儿在语言活动中主体性的发展能促进小班幼儿口语水平的提高，提升小班 语言运用能力。宽松温馨的语言活动能促进小班幼儿主体性的发展，而小班幼儿主体性的 发展也能促使语言活动教育策略不断改进。在实际教学中，语言环境不利于小班幼儿主体 性发展，语言活动重视教师讲述，忽视小班幼儿语言的运用。国内关于师幼互动的研究较 丰富，对于小班幼儿在语言活动中主体性发展的研究较少。通过教师转变教育观念、为幼 儿创设支持性语言环境、优化师幼互动模式、建立主体性评价机制可以发展语言活动中小 班幼儿的主体性。90504

毕业论文关键词：小班幼儿，语言活动，主体性

Abstract:It was proposed that small class children in the language of the main body of the development of small children can promote the improvement of the level of spoken language, enhance the use of small language。 Loose and warm language activities can promote the development of small children's subjectivity, and the development of children's subjectivity can also promote the continuous improvement of language activities。 In the actual teaching, the language environment is not conducive to the development of children's subjectivity, the language of teachers pay attention to the activities, ignoring the use of young children's language。 There is a lot of research on the interaction between teachers and children in our country, and there is less research on the development of children's subjectivity in language activities。 By changing the concept of education, creating a supportive language environment for children, optimizing the interaction model between teachers and children, and establishing the evaluation mechanism of subjectivity, we can develop the subjectivity of children in language activities。

Key words: small class children, language activity, subjectivity

目 录

1 前言 3

1。1 研究缘起 3

1。2 概念界定 3

1。3 研究价值 4

1。4 研究综述 5

1。5 研究对象与研究方法 5

2 语言活动的实施与小班幼儿主体性发展的关系 6

2。1 小班幼儿语言活动的特点 6

2。2 幼儿主体性发展的意义 6

2。3 语言活动的实施与小班幼儿主体性发展的内在关系 7

3 语言活动中小班幼儿主体性发展的不良现状及原因分析 7

3。1 语言环境的不良干扰 7

3。2 教师过于重视完成语言活动的任务 7

3。3 低效的师幼互动模式 8

4 语言活动中发展小班幼儿主体性的措施 9

4。1 教师转变教育观念