未来教育工作者在幼儿言语发展中的心理和教学支持

I. Kondratets, M. Naumenko
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引用次数: 0

摘要

本文将“心理-教学支持”概念的本质定义为教师组织最佳条件和伙伴支持的复杂活动系统,实现自我发现的机会,揭示创造潜力、能力、倾向、兴趣和动机。高校学生在科学成果的积极应用中形成自我价值感,努力实现自我价值。分析了语言发展领域中科学家对幼儿互动的主要关注重点,以及从业者应考虑的问题:言语交流存在两个平行的领域:与成人的交流和与儿童的交流;模仿:模仿成人讲话的效果;把说话看作是一种伴随活动,没有它其他孩子的活动就不能完全进行。强调了许多确保未来教育工作者在规划和组织与幼儿互动形式方面的心理和教学支持的有效性的方法:反射性,价值论,基于能力的方法。概述了未来教育工作者心理和教学支持的算法:确定幼儿心理特征的思想和意识水平;幼儿语言发展模式的认知了解与儿童互动的有效形式的不同选择,优先采用现代方法和技术;与学生家长建立伙伴关系互动模式;幼儿小组实践训练中各种形式互动的案例检验介绍各教育界的积极经验。分析了现代与儿童互动形式的特点,重点关注语言发展中的间接和直接互动形式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Psychological and pedagogical support of educators-to-be in speech development of young children
The article defines the essence of the concept of "psychological-pedagogical support" as a complex system of activities for the organization of optimal conditions and partner support on the part of teachers, realizing opportunities for self-discovery, revealing the creative potential, abilities, inclinations, interests and motives, forming a sense of self-worth and striving for self-realization through the active application of scientific achievements for each student of higher educational institution. The main emphases of scientists regarding interaction with young children in the field of speech development, which should be taken into account by practitioners, are analyzed: the existence of two parallel spheres of speech communication: communication with adults and communication with children; the effect of imitating the speech of an adult; considering speech as an accompanying activity without which no other child's activity can take place fully. Numerous approaches that ensure the effectiveness of psychological and pedagogical support of educators-to-be in planning and organizing forms of interaction with young children are highlighted: reflexive, axiological, competence-based. The algorithm for psychological and pedagogical support of educators-to-be is outlined: determination of the level of ideas and awareness of the psychological characteristics of young children; awareness of the patterns of speech development of young children; understanding the differential selection of effective forms of interaction with children, giving preference to modern methods and techniques; modeling of forms of partnership interaction with parents of pupils; case testing of various forms of interaction during practical training in early childhood groups; presentation of positive experience in various educational circles. The peculiarities of modern forms of interaction with children are analyzed, attention on indirect and direct forms of interaction on the development of speech is focused.
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