摘要
“潜声音”不仅包括人际交往中的全部副言语(指和有声语言相伴的语态或单独肢体动作),还包括视觉语言学意义的态势语(哑语),如基本手势序、概念的肢体表达、模式手势与引导句法等等。教育情境中儿童常表现出“潜声音”。儿童的潜声音有时隐含着个体高层次的需要,标志着个体自我意识的觉醒和初步发展,它与个体内部语言的发展是相互支持、相互促进的,当然有时儿童的潜声音也有缺乏真实性的可能。
In the education situation, children＇s performances often include a kind of special content that is their sub-voice. The special voice sometimes presents children＇s special needs and development of their self-consciousness. The voice can support children＇s inner language＇s improvement. But adults could not believe such voice all times because it would not be true to children＇ s needs.
出处
《学前教育研究》
北大核心
2007年第6期19-22,共4页
Studies in Early Childhood Education
基金
江苏省"十一五"高等教育科学研究规划课题"专家型幼儿教师培养模式与途径研究"(项目批准号:2006JS172)的阶段性成果
关键词
教育情境
潜声音
可视性表达
education situation, sub-voice, visible idea expression
