学前儿童图画故事书阅读理解研究

发布时间：2018-08-14 12:39

【摘要】：本研究通过对90名4-6岁儿童自主阅读图画书后的故事复述语料进行分析,探讨汉语学前儿童的图画故事书阅读理解能力发展。研究发现汉语学前儿童对图画故事书中图画形象、事件行动和角色状态的理解水平随年龄增长而显著提高;儿童对图画故事书的理解遵循由图画形象到事件行动再到角色状态的发展顺序;有利于学前儿童阅读理解的是容易引起儿童关注的图画形象、由不同图画形象之间的关系直接表现的事件行动、由图画形象的大小、色彩等可直接观察到的信息表现的角色状态;儿童图画书阅读理解的难点分别为不容易引起注意的图画形象、未由不同图画形象之间的关系直接表现,需要联系前后页图画信息进行理解的事件行动、与未关注和理解的图画形象相关的事件行动和角色状态,以及角色的内部心理状态等。
[Abstract]:In this study, 90 children aged 4-6 years old were analyzed to explore the development of picture book reading comprehension ability of Chinese preschool children. The study found that Chinese preschool children's understanding of picture image, event action and role state in picture story books increased significantly with age. Children's understanding of picture story books follows the order of development from picture image to event action to role state. The action of events expressed directly by the relationship between different picture images, the role state of information that can be observed directly by the size of the picture image, color and so on; The difficulty of children's picture book reading comprehension is the picture image which is not easy to pay attention to, it is not directly expressed by the relationship between different picture images, and it needs to contact with the front and back page picture information to understand the event action. The event action and character state related to the picture image which is not concerned and understood, as well as the inner psychological state of the character.
【作者单位】：华东师范大学学前教育与特殊教育学院;华东师范大学中国文字研究与应用中心;
【基金】：教育部人文社会科学重点研究基地重大项目“从图像到文字:儿童早期汉字习得过程研究”的研究成果之一(项目编号:07JJ-DXLX264) 华东师范大学博士生海外研修基金资助以及英国DeMontfort大学生命与健康学院跨文化交流与学习研究中心资助中央教育科学研究所心理实验室支持
【分类号】：G613.2

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