Play-Based Learning and Intentional Teaching in Early Childhood Contexts
Play-Based Learning and Intentional Teaching in Early Childhood Contexts
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幼儿教育中基于游戏的学习和意向教学
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
E. Devries
中科院分区：
文献类型：
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作者：
L. Thomas;E. Warren;E. Devries
本文对教师关于数学游戏学习和意向性教学的讨论进行了分析。这项研究的参与者是两名参加预科项目(开学前一年)的幼儿教师。教师谈论他们如何参与儿童游戏和使用有意的教学实践来引入数学概念之间的相互作用，形成了要分析的数据集。访谈和刺激回忆被用来收集数据。对教师话语的后结构分析表明，作为幼儿教师的社会和文化建构方式既受到游戏话语的推动，也受到有意教学话语的制约。
THIS PAPER REPORTS ON an analysis of teachers' talk of play-based learning and intentional teaching of mathematics. The participants in the study were two early childhood teachers in a pre-Prep program (the year before school). Teachers' talk of how they engaged in the interplay between children's play and the use of intentional teaching practices to introduce mathematics concepts formed the data set to be analysed. Conversational interviews and stimulated recall were used to gather data. A poststructural analysis of the teachers' talk suggests that socially and culturally constructed ways of being an early childhood teacher are both enabled and constrained by discourses of play and intentional teaching.