{"title":"政治文化环境下学龄前儿童的言语发展:教师教育活动的分析","authors":"E. B. Plaksina","doi":"10.26170/po19-06-02","DOIUrl":null,"url":null,"abstract":"The article offers an analysis of the educational activities of the teacher in the implementation of the educational field “Speech development” in a multicultural environment in preschool educational organizations in order to determine the orientation of the teaching staff at various categories of children in the group regarding the level of Russian, since Russian is the language of education the territory of the Russian Federation. The author designates three categories of children in pre-school educational organizations: children, native speakers of the Russian language; children are bilingual; children, speakers of another language, not owning the Russian language system. Observations of the implementation of educational activities by teachers are described. The article presents the results of a survey of teachers of preschool educational organizations on the problem of speech development of children of preschool age in a multicultural environment. The survey questions allow teachers to evaluate their own educational activities in this aspect and allow us to conclude that teachers themselves also realize the need to make adjustments to the technology of educational activities, to the content of the subject-developing environment, the interaction of all participants in educational relations. The author analyzes the educational activities of teachers, gives information about the shortcomings in the organization of educational activities in the implementation of various areas of the educational field “Speech development”, about possible additions in the subject-developing environment. The author draws attention to the need to adjust the child's speech development technology in a multicultural environment, which, in his opinion, should be reflected in the organization of children's activities, in the selection of methods and techniques of speech development, updating the content of interaction with the family, where the main content line is marked the need for children to develop the culture of the Russian people as a carrier of the Russian language based on the cultural values of the family of the child for whom Russian is non-native. 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The author designates three categories of children in pre-school educational organizations: children, native speakers of the Russian language; children are bilingual; children, speakers of another language, not owning the Russian language system. Observations of the implementation of educational activities by teachers are described. The article presents the results of a survey of teachers of preschool educational organizations on the problem of speech development of children of preschool age in a multicultural environment. The survey questions allow teachers to evaluate their own educational activities in this aspect and allow us to conclude that teachers themselves also realize the need to make adjustments to the technology of educational activities, to the content of the subject-developing environment, the interaction of all participants in educational relations. The author analyzes the educational activities of teachers, gives information about the shortcomings in the organization of educational activities in the implementation of various areas of the educational field “Speech development”, about possible additions in the subject-developing environment. The author draws attention to the need to adjust the child's speech development technology in a multicultural environment, which, in his opinion, should be reflected in the organization of children's activities, in the selection of methods and techniques of speech development, updating the content of interaction with the family, where the main content line is marked the need for children to develop the culture of the Russian people as a carrier of the Russian language based on the cultural values of the family of the child for whom Russian is non-native. 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引用次数: 0
摘要
本文分析了在多元文化的学前教育组织环境中教师在实施“语言发展”教育领域中的教育活动,以确定教学人员在俄语水平方面的定位,因为俄语是俄罗斯联邦领土上的教育语言。作者将学前教育机构中的儿童分为三类:母语为俄语的儿童;儿童会说两种语言;孩子,说另一种语言的人,不拥有俄语系统。描述了对教师实施教育活动的观察。本文介绍了一项针对多元文化环境下学龄前儿童语言发展问题的学前教育机构教师调查结果。调查问题使教师能够在这方面评价自己的教育活动,并使我们得出结论,教师自己也意识到需要对教育活动的技术,对学科发展环境的内容,对教育关系中所有参与者的互动进行调整。作者对教师的教育活动进行了分析,指出了在实施“言语发展”教育领域各领域的教育活动组织中存在的不足,以及在主体发展环境中可能存在的补充。作者注意到在多元文化环境下儿童语言发展技术的调整,他认为这应体现在儿童活动的组织、语言发展方法和技巧的选择、与家庭互动内容的更新等方面。其中的主要内容是,儿童需要发展俄罗斯人民的文化,作为俄语的载体,以俄语为非母语的儿童的家庭的文化价值观为基础。СТРАТЕГИЯ ОБРАЗОВАНИЯ
SPEECH DEVELOPMENT OF A CHILD OF PRESCHOOL AGE IN A POLICULTURAL ENVIRONMENT: ANALYSIS OF TEACHER'S EDUCATIONAL ACTIVITY
The article offers an analysis of the educational activities of the teacher in the implementation of the educational field “Speech development” in a multicultural environment in preschool educational organizations in order to determine the orientation of the teaching staff at various categories of children in the group regarding the level of Russian, since Russian is the language of education the territory of the Russian Federation. The author designates three categories of children in pre-school educational organizations: children, native speakers of the Russian language; children are bilingual; children, speakers of another language, not owning the Russian language system. Observations of the implementation of educational activities by teachers are described. The article presents the results of a survey of teachers of preschool educational organizations on the problem of speech development of children of preschool age in a multicultural environment. The survey questions allow teachers to evaluate their own educational activities in this aspect and allow us to conclude that teachers themselves also realize the need to make adjustments to the technology of educational activities, to the content of the subject-developing environment, the interaction of all participants in educational relations. The author analyzes the educational activities of teachers, gives information about the shortcomings in the organization of educational activities in the implementation of various areas of the educational field “Speech development”, about possible additions in the subject-developing environment. The author draws attention to the need to adjust the child's speech development technology in a multicultural environment, which, in his opinion, should be reflected in the organization of children's activities, in the selection of methods and techniques of speech development, updating the content of interaction with the family, where the main content line is marked the need for children to develop the culture of the Russian people as a carrier of the Russian language based on the cultural values of the family of the child for whom Russian is non-native. СТРАТЕГИЯ ОБРАЗОВАНИЯ 20