不同阅读方式对中班幼儿叙事能力的影响
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摘要
目的分析自主阅读和分享阅读对幼儿叙事能力的影响,为有效促进幼儿叙事能力的发展提供科学依据。方法 2017年3-5月抽取1所幼儿园,将其中班幼儿分为实验组(分享阅读组)和对照组(自主阅读组)进行为期4周的实验研究。结果方差分析表明,前后测试,阅读方式和故事要素主效应显著(F=40.44,28.60,39.67,P<0.001)。简单效应分析表明,在后测试中分享阅读组的成绩显著高于自主阅读组,且故事背景、尝试行动及故事结果的成绩显著高于故事起因和内在反应(P<0.05),但在故事起因维度中,分享阅读组的成绩与自主阅读组的成绩差异无统计学意义(P>0.05)。结论不同阅读方式对促进幼儿的叙事能力各维度的发展均有正向作用,但效果不一。分享阅读对幼儿叙事能力发展的效果优于自主阅读,但在故事起因方面,两种阅读方式均无显著促进作用。
Objective To analyze the influences of independent reading and shared reading on the narrative ability of children, in order to provide scientific basis for effectively promoting the development of children′s narrative ability. Method A kindergarten was selected and divided into two groups to receive intervention for 4 weeks, including experimental group(shared reading group) and control group(independent reading group)from March to May 2017. Results The variance analysis showed that the main effects of pretest and posttest, reading style, story element were significant(F=40.44,28.60,39.67,P<0.001).Simple effect analysis showed that the performance of shared reading group was significantly better than that of independent reading group in the posttest, and the story background in the posttest, the results of attempted action and story results were significantly higher than those of the story cause and internal reaction(P<0.05).But there was no significant difference on the story cause dimension between shared reading group and independent reading group. Conclusions Different reading styles play a positive role in promoting the development of children′s narrative ability, but the effect is different.Shared reading is more effective on the development of children′s narrative ability than independent reading.However, the two groups have no significant effects on the cause of the story.
Objective To analyze the influences of independent reading and shared reading on the narrative ability of children, in order to provide scientific basis for effectively promoting the development of children′s narrative ability. Method A kindergarten was selected and divided into two groups to receive intervention for 4 weeks, including experimental group(shared reading group) and control group(independent reading group)from March to May 2017. Results The variance analysis showed that the main effects of pretest and posttest, reading style, story element were significant(F=40.44,28.60,39.67,P<0.001).Simple effect analysis showed that the performance of shared reading group was significantly better than that of independent reading group in the posttest, and the story background in the posttest, the results of attempted action and story results were significantly higher than those of the story cause and internal reaction(P<0.05).But there was no significant difference on the story cause dimension between shared reading group and independent reading group. Conclusions Different reading styles play a positive role in promoting the development of children′s narrative ability, but the effect is different.Shared reading is more effective on the development of children′s narrative ability than independent reading.However, the two groups have no significant effects on the cause of the story.
引文
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[2] 李季梅,冯晓霞.3～6岁儿童学习与发展指南解读[M].北京:人民教育出版社,2013:3.
[3] 董一凡.论当代读者的阅读方式与图书馆的对策[J].农业图书情报学刊,2010,22(1):125-128.
[4] 周兢.早期阅读发展与教育研究[M].北京:教育科学出版社,2009:12.
[5] 周凤娟,章依文.学龄前儿童看图叙事能力的微观结构和宏观结构研究[J].中国儿童保健杂志,2010,18(1):18-21.
[6] 韩映虹,梁霄,梁慧娟.不同阅读方式对5～6岁幼儿阅读效果的影响比较[J].学前教育研究,2010,24(9):44-48.
[7] 王艳.无字图书的不同阅读方式对4～5岁幼儿叙事能力影响的研究[D].天津:天津师范大学,2015.
[8] 周凤娟,章依文.学龄前儿童叙事能力发展研究[J].中国儿童保健杂志,2009,17(2):181-183.
[9] Labov W.Language in the inner city:Studies in the black English vernacular[M].Philadelphina,PA:University of Pennsylvania Press,1972.
[10] McCabe A,Bliss SL.Patterns of narrative discourse:a multicultural,life span approach[M].Boston:Pearson Allyn &Bacon,2003.
[11] 张晓怡.不同亲子阅读策略对3～6岁儿童图画书阅读能力的影响[D].陕西:陕西师范大学,2008.
[12] 伍新春,郭卉菁.国外分享阅读的理论与实践[J].教育导刊,2004,22(1):56-59.
[13] Berman RA,Dan IS.Relating events in narrative[M].New York:Psycholoty Press,1994.
[14] 张海霞.学前儿童看图叙事顺序能力研究[D].上海:华东师范大学,2007.
[15] 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,2016,30(2):67-69.
[16] 郭翠兰.与孩子“分享阅读”—以分享阅读的理念指导幼儿阅读[J].科教文汇,2012,9(9):96-97.