探戈需要两个人 - 教师和孩子的互动如何帮助促进孩子的情感知识
Oliver Hormann1, Katharina Voltmer2, Maria von Salisch2
1Technische Universität Braunschweig, Institute for Educational Science, Braunschweig, Germany.
Frontiers in psychology
|October 20, 2025
概括
感觉思考谈话 (FTT) 教师培训提高了幼儿的情感知识和语言技能. 教师使用特定的语言支持策略,增强孩子的情感理解和沟通能力.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 语言心理学语言心理学
背景情况:
- 幼儿的情感知识和语言技能对于学业成功至关重要.
- 感觉思考谈话 (FTT) 教师培训计划是为了加强这两个领域而开发的.
- 教师接受了语言支持策略 (LSS) 和响应性儿童导向演讲的培训,以讨论情绪.
研究的目的:
- 调查FTT教师培训是否提高了儿童的情感知识 (EK).
- 检查特定的老师和孩子谈话实践在儿童情感学习中的作用.
- 探索语言技能对教育实践和EK之间的关系的调解效应.
主要方法:
- 一项涉及275名儿童的研究,涉及16个FTT培训教室和13个等候名单控制教室.
- 儿童在训练前和训练后对语言 (形态学,语法) 和情感知识 (EK) 进行了评估.
- 教师与孩子的互动被录制成视频,并根据使用策略和对话长度编码.
主要成果:
- FTT组的教师更频繁地使用LSS,并让孩子们参与更长的对话.
- 对话长度和反策略 (在t1) 和面向输入的策略 (在t2) 预测了儿童EK的增长.
- 教师更好地使用面向输入的策略部分介绍了干预对EK增长的影响.
结论:
- FTT培训有效地提高了教师对有益的语言策略的使用.
- 教育实践,特别是那些促进对话和特定的LSS的教育实践,对儿童的情感知识发展做出了重大贡献.
- 儿童发展的语言技能似乎调解了这些做法对他们的情感学习的影响.
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