摘    要理答是幼儿园教学活动的重要组成部分，科学有效的理答行为能够帮助教师在语言活动中进行有效组织，促进幼儿的语言发展，引导他们进行探究和学习。本研究主要是通过调查了解幼儿教师在语言活动中理答行为的现状，然后分析现状存在的问题，为幼儿教师的理答行为提供改进策略，唤起教师对自身理答行为的反思，提高理答行为的有效性，从而有利于语言活动的积极开展、推动幼儿语言的有效学习。

    本研究采用文献分析法、观察法、访谈法等方法对幼儿园语言教育活动中的教师的理答行为进行量化和质性研究，对实习期间幼儿教师的10个语言活动和网络上选取的5个语言活动视频中教师的理答行为进行统计分析，发现，教师在语言活动的理答行为中存在着这样的问题：理答次数很多，但缺乏提升性；简单肯定较多，表扬不够具体；提问设计的质量较低，不能有效促进幼儿思维的发展；理答表现形式多样，且多为综合运用而非千篇一律。对此，针对这些问题，笔者也提出了相对应的理答建议：课前充分预设，做好理答前的准备；注重理答的针对性和具体化，善用发展性理答和激励性理答；做好理答后的反思工作；增强理答意识，转变教学观念。笔者希望这些建议能给幼儿园教师在语言活动的理答行为提供一些实践性的借鉴。89090

毕业论文 关键词：幼儿教师； 语言活动； 理答行为

Abstract Answer-evaluation is an important part of kindergarten teaching activities, scientific and effective answer-evaluation behavior can help teachers to effectively organize in language activities, promote children's language development, guide them to explore and study。 This study is mainly through the investigation of the status of answer-evaluation behavior in language activities, and then analyzes the problems of the status quo, to improve the effectiveness of answer-evaluation behavior, to improve the effectiveness of answer-evaluation behavior, and to promote the active learning of language activities。源Y于U优I尔O论P文W网wwW.yOueRw.com 原文+QQ75201-8766

This study uses the methods of literature analysis, observation and interview to analyze the answer-evaluation behavior of teachers in kindergarten language education。 The statistical analysis of the answer-evaluation behavior of five children teachers in kindergarten teachers shows that teachers have a lot of answer-evaluation in language activities Simple affirmation more, the praise is not specific enough。 The quality of question design is low, can not effectively promote the development of early childhood thinking。 Answer-evaluation is a variety of manifestations, and mostly integrated use rather than monotony。 In this regard, for these problems, the author also puts forward the corresponding suggestions: the full presupposition before class preparation。 Focus on the pertinence and materialization of the answer-evaluation, using the developmental answer-evaluation and incentive answer-evaluation。 To do a good job of reflection after answer-evaluation。 Strengthen the answer-evaluation consciousness and change the teaching concept。 The author hopes these suggestions can give some practical reference to kindergarten teachers in the answer-evaluation of language activities。

Keyword: Kindergarten teacher;  Language activities;  answer-evaluation

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一、研究缘起 1

二、研究的目的与意义