越南学前教育课堂中的师幼对话:对教师在计划科学活动中的提问和陈述的探索性案例研究

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hang Thi-Thu Dinh, Fuminori Nakatsubo
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引用次数: 0

摘要

教师与儿童对话的质量会影响儿童的发展和学习。我们的研究旨在探讨越南学前教育机构在有计划的科学活动(PSA)中教师与儿童的对话。这项研究对于了解越南儿童科学技能水平较低的原因以及探索亚洲背景下的话语动态至关重要。我们开展了一项案例研究,以描述和理解教师与儿童在公益广告活动中的对话。研究涉及越南岘港四个三至四岁班级的八节公益广告课。我们发现,教师倾向于陈述,而不是提问。在提问时,他们更倾向于使用封闭式问题,不需要儿童做出太多回答。尽管开放式问题对促进儿童的认知思维和读写能力至关重要,但他们还是很少使用。教师还使用了不需要任何回答的反问句。这导致课堂大多缺乏互动,学生处于被动学习状态。为了提高教师与儿童对话的质量,我们建议提供教师培训,鼓励儿童参与并提出更有吸引力的问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teacher-child Discourse in Vietnamese Preschool Classrooms: An Exploratory Case Study of Teachers’ Questions and Statements in the Planned Science Activity

The quality of teacher-child discourse affects children’s development and learning. Our study aims to explore teacher-child discourse during planned science activities (PSAs) in Vietnamese preschools. This research is essential to understanding the reasons behind Vietnamese children’s low level of scientific skills and to exploring the dynamics of discourse in an Asian context. We conducted a case study to describe and understand the teacher-child discourse during PSAs. The study involved eight PSA sessions in four classes of three to four-year-old in Da Nang, Vietnam. We found that teachers tended to make statements more often than ask questions. When they did ask, they preferred using closed questions that did not require much of a response from children. Open questions were used sparingly, even though they are crucial for promoting children’s cognitive thinking and literacy. Teachers also made use of rhetorical questions that did not require any answer. This has led to mostly non-interactive classes where students remain passive learners. To improve the quality of teacher-child discourse, we suggest providing teacher training on encouraging children to participate and asking more engaging questions.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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