幼儿园语言游戏现状、问题及改进建议

在学前教育深化改革、提高质量、以游戏为基本活动的背景下,语言游戏应成为幼儿园语言教育的重要形式。本文通过问卷调查法和访谈法,采用分层随机抽样方法,对浙江省丽水、宁波、温州、杭州等不同城市不同等级的8所幼儿园的193位教师进行了深入调查。结果发现:幼儿园教师普遍认同语言游戏的重要教育价值,公办园和民办园之间认知差异不显著;语言游戏开展类型以口语类和语言动作类为主;存在的主要问题是语言游戏总体上开展频率不高,且以教师主导为主,幼儿自主开展频率低。其原因主要在于:教育行政部门以及幼儿园对语言游戏重视不够;现有相关研究、资料和教育培训不足;教师对语言游戏本质特征和指导要点存在严重误解。建议教育管理部门重视语言游戏的价值,并加强宣传和建立保障机制,引起幼儿园重视;加大对专家学者从事语言游戏理论和实证研究的支持力度;加快组织相关人员整理开发经典、丰富、新颖的语言游戏案例资源;加强对幼儿园教师语言游戏相关教育培训。

The Current Situation,Problems and Suggestions for Language Games

Under the background of deepening reform, improving education quality and taking game as basic activities in preschool education, language games are supposed to become important forms of kindergarten language education. By means of questionnaire survey and interview, with stratified random sampling method, an in-depth investigation on 193 teachers of 8 kindergarten of different grades in different areas such as Lishui, Ningbo, Wenzhou, Hangzhou in Zhejiang Province was conducted. The result has shown that kindergarten teachers generally recognize the significant educational value of language games, and there is no significant cognitive difference between public and private kindergartens. Language games mainly consist of spoken language and verbal action games. The main problem is that the overall frequency of language games applied is not high;moreover, language game is mainly led by teachers while the frequency of children independently playing language games is rather low, and the main causes for this phenomenon are as follows: administrative departments in education and kindergarten do not think highly enough of language games, existing relevant studies, materials and educational training are insufficient, and there are serious misunderstandings for teachers of the essential features and guiding points of language games. It is suggested that administration departments of education should firstly attach importance to the value of language games, strengthen publicity and establish a guarantee mechanism, so as to the attract the attention of kindergartens. Secondly, administrators of educational institutions need to strengthen the support for experts and scholars to engage in theoretical and empirical research on language games. Thirdly, they need to accelerate to organize relevant personnel to collect and develop the cases of classic, various and innovative language games resources. Finally, they need to promote the related training for kindergarten teachers in language games.