摘要:本研究旨在了解幼儿园大班师幼语言符码互动现状。本研究在确定研究任务和制订评定工具的基础上，运用观察法，对N市E幼儿园和Y幼儿园的两个大班进行现场观察，对幼儿SES得分和语言符码E/R、幼儿精致型符码变式的特征、师幼语言符码互动的类型、师幼语言符码互动的过程这四个方面进行初步、系统的比较和探讨。结果发现：（1）两班幼儿SES得分和语言符码E/R均存在显著差异；（2）两班幼儿精致型符码变式特征出现概率存在显著差异；（3）两班幼儿语言符码的互动类型均明显偏向RR、ER两种类型；（4）两班教师以精致型符码启动的IRE序列各组合类型出现频次基本上均高于教师以限制型符码启动的IRE序列各组合类型出现频次。研究结果表明，教师能够通过自身与幼儿互动方式的调整起到调节幼儿不同类型语言符码使用的作用。针对这种结果，本研究提出了相应的教育建议。
关键词：语言符码；师幼言语互动；大班；集体教学活动
Abstract:This research aims at finding out the current situation about language code interaction between teacher and children in top-classes of kindergarten. With the observation method, this research bases on deciding the primary research mission and the evaluation tool, and thoroughly observed 2 top-classes of Kindergarten E and Kindergarten Y in City N. SES scores and language code E/R, variant features of children elaborated code, the type and progress of language code interaction between teacher and children, which are four aspects of language code interaction, have been compared and discussed both elementarily and systematically in this research. The results are shown as follows.
(1)Children SES scores and language code E/R of two classes are significantly different;
(2)The probability of occurrence of children elaborated code variant features of two classes are significantly different;
(3)The types of children language code interaction of two classes are significantly biased on two types of RR and ER;
(4)The frequencies of emergence of IRE sequence combination types started with elaborated code in two classes are basically higher than the types started with restricted code.
As the research result shows, teachers are able to coordinate different types of children language code through their own adjustments of the interaction with children. In view of the results, this research puts forward several educational suggestions for reference.
Keywords: language code；language interaction between teacher and children；top class；collective teaching
