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本研究观察了两名唐氏综合征幼儿与教师的师幼互动,通过观察集体教学活动和生活环节的师幼互动现状,发现两种活动中,教师以行为方式发起的互动次数高于语言方式发起的互动次数;生活环节中的师幼互动次数远高于集体教育活动;两名唐氏综合征幼儿对教师发起的互动回应方式有明显区别;唐氏综合征幼儿发起互动和回应互动的方式与普通幼儿有区别;教师会根据互动内容的不同适时调整与唐氏儿童的互动方式。
In this study, we observed the interaction between teacher and child in two Down Syndrome children and teachers. By observing the current situation of teacher-child interaction in collective teaching activities and life cycles, we found that in both activities, the number of interactions initiated by teachers was higher than that of language The number of interactions initiated by teachers and children in the life cycle is much higher than that of collective education activities; the two children with Down Syndrome are obviously different from teachers in their interactive responses; and the children with Down Syndrome initiate interaction and respond to the interaction And ordinary children are different; teachers will be based on the interactive content of the timely adjustment of the interaction with Down’s children.