摘要:本研究旨在了解幼兒園大班師幼語言符碼互動現狀。本研究在確定研究任務和制訂評定工具的基礎上，運用觀察法，對N市E幼兒園和Y幼兒園的兩個大班進行現場觀察，對幼兒SES得分和語言符碼E/R、幼兒精致型符碼變式的特征、師幼語言符碼互動的類型、師幼語言符碼互動的過程這四個方面進行初步、系統的比較和探討。結果發現：（1）兩班幼兒SES得分和語言符碼E/R均存在顯著差異；（2）兩班幼兒精致型符碼變式特征出現概率存在顯著差異；（3）兩班幼兒語言符碼的互動類型均明顯偏向RR、ER兩種類型；（4）兩班教師以精致型符碼啟動的IRE序列各組合類型出現頻次基本上均高于教師以限制型符碼啟動的IRE序列各組合類型出現頻次。研究結果表明，教師能夠通過自身與幼兒互動方式的調整起到調節幼兒不同類型語言符碼使用的作用。針對這種結果，本研究提出了相應的教育建議。

關鍵詞：語言符碼；師幼言語互動；大班；集體教學活動

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