美国早期儿童教育中非虚构文本应用及其启示
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摘要
美国幼儿园及小学虽然至今没有统一教材,但其教学活动材料极为丰富,且在形式上注重非虚构文本的应用,其缘由固然与欧美社会发展的文化和历史相关,但尊重儿童自身发展规律与适应时代发展要求,普遍认同社会文化与生态系统理论,以及非虚构文本对教学的积极作用也是重要原因,其目的在于培养儿童的语言与文学素养、激发兴趣、发展其认知能力与批判性思维能力。借鉴美国经验,我国早期儿童教育课程实践应逐步加强非虚构文本的应用,并在多领域中全面渗透,以促进我国儿童科学素养与综合能力的发展。
Although there is no unified text in kindergartens and primary schools in USA,the materials of teaching and learning are plenty,and more nonfiction texts are be used. Although the reason is in culture or history,it is also in accordance with the rules of child development and is combined with the times,and many people agree with social culture and ecosystem theory,and the positive effects of nonfiction texts in teaching and learning. The purpose is to help children growing in language literacy or interest or cognitive and critical thinking. It is different in China or USA in education yesterday and now,but it will be well tomorrow if we use more nonfiction texts in early childhood education in China.
Although there is no unified text in kindergartens and primary schools in USA,the materials of teaching and learning are plenty,and more nonfiction texts are be used. Although the reason is in culture or history,it is also in accordance with the rules of child development and is combined with the times,and many people agree with social culture and ecosystem theory,and the positive effects of nonfiction texts in teaching and learning. The purpose is to help children growing in language literacy or interest or cognitive and critical thinking. It is different in China or USA in education yesterday and now,but it will be well tomorrow if we use more nonfiction texts in early childhood education in China.
引文
[1]张美芳.文本类型、翻译目的及翻译策略[J].上海翻译,2013(4):5-10
[2]赵昌彦,武俊.文本类型与策略选择:纽马克文本类型翻译理论及其应用探析[J].教育现代化,2017(4):191-193.
[3]LISA H P,BARBARA A B,SMITH J M.A comparison of preschool teachers’talk during storybook and information book read-aloud[J].Early Childhood Research Quarterly,2012(27):427.
[4]严仲连,陈时见.美国幼儿园课程的改革及启示[J].学前教育研究,2000(6):66-68.
[5]杨光富.美国州共同核心课程标准实施新进展[J].外国教育研究,2015(1):98-108.
[6]KAREN E.K,CASEY M R,TIFFANY G M.Utilizing nonfiction texts to enhance reading comprehension and vocabulary in primary grades[J].Early Childhood Education Journal,2017(45):285-296.
[7]LAUREN H Z,TAYLOR A T,ASHLEY E D M,et al.Influence of language nutrition on children’s language and cognitive development:an integrated review[J].Early Childhood Research Quarterly,2016,36(3):318-333.
[8]于友成.基于最近发展区视域的立德树人实现机制研究[J].齐齐哈尔大学学报(哲学社会科学版),2015(5):152-154.
[9]汤红娟,王柯芦.基于生态系统理论的分享式儿童外语习得模式研究[J].西安外国语大学学报,2018(1):75-80.
[10]刘弢.媒介融合下影像假定真实的哲学立场[J].学术界,2015(8):168-175.
[11]NATALIE C B,TRACY A M.The literacy skills and motivation to read of children enrolled in title I:a comparison of electronic and print nonfiction books[J].Early Children Educational Journal,2016(44):527-536.
[12]王娟.论幼儿园教学中语言能力的培养[J].亚太教育,2016(1):20.
[13]庄琴.幼儿语言能力的培养刍议.[J].学周刊,2017(36):174-175.
[14]史大胜,熊梅.美国儿童早期阅读教学理念的论争与重构[J].外国教育研究,2010(6):75-79.
[15]高敬,张凌.幼儿教师课程开发的研究:以美国田纳西州孟菲斯市幼儿园为例[J].外国中小学教育,2012(5):51-56.
[16]YOKOTA J,TEALE W H.Picture books and the digital world:educators making informed choices[J].Reading Teacher,2014,67(8):577-585.
[17]张文芳.促进幼儿早期阅读能力发展的策略[J].学前教育研究,2016(2):67.
[2]赵昌彦,武俊.文本类型与策略选择:纽马克文本类型翻译理论及其应用探析[J].教育现代化,2017(4):191-193.
[3]LISA H P,BARBARA A B,SMITH J M.A comparison of preschool teachers’talk during storybook and information book read-aloud[J].Early Childhood Research Quarterly,2012(27):427.
[4]严仲连,陈时见.美国幼儿园课程的改革及启示[J].学前教育研究,2000(6):66-68.
[5]杨光富.美国州共同核心课程标准实施新进展[J].外国教育研究,2015(1):98-108.
[6]KAREN E.K,CASEY M R,TIFFANY G M.Utilizing nonfiction texts to enhance reading comprehension and vocabulary in primary grades[J].Early Childhood Education Journal,2017(45):285-296.
[7]LAUREN H Z,TAYLOR A T,ASHLEY E D M,et al.Influence of language nutrition on children’s language and cognitive development:an integrated review[J].Early Childhood Research Quarterly,2016,36(3):318-333.
[8]于友成.基于最近发展区视域的立德树人实现机制研究[J].齐齐哈尔大学学报(哲学社会科学版),2015(5):152-154.
[9]汤红娟,王柯芦.基于生态系统理论的分享式儿童外语习得模式研究[J].西安外国语大学学报,2018(1):75-80.
[10]刘弢.媒介融合下影像假定真实的哲学立场[J].学术界,2015(8):168-175.
[11]NATALIE C B,TRACY A M.The literacy skills and motivation to read of children enrolled in title I:a comparison of electronic and print nonfiction books[J].Early Children Educational Journal,2016(44):527-536.
[12]王娟.论幼儿园教学中语言能力的培养[J].亚太教育,2016(1):20.
[13]庄琴.幼儿语言能力的培养刍议.[J].学周刊,2017(36):174-175.
[14]史大胜,熊梅.美国儿童早期阅读教学理念的论争与重构[J].外国教育研究,2010(6):75-79.
[15]高敬,张凌.幼儿教师课程开发的研究:以美国田纳西州孟菲斯市幼儿园为例[J].外国中小学教育,2012(5):51-56.
[16]YOKOTA J,TEALE W H.Picture books and the digital world:educators making informed choices[J].Reading Teacher,2014,67(8):577-585.
[17]张文芳.促进幼儿早期阅读能力发展的策略[J].学前教育研究,2016(2):67.