3-6岁幼儿口语与早期阅读发展水平的关系研究

发布时间：2018-01-11 20:07

本文关键词：3-6岁幼儿口语与早期阅读发展水平的关系研究　出处：《华东师范大学》2007年硕士论文　论文类型：学位论文

【摘要】： 本文研究了3-6岁幼儿口语与早期阅读发展水平之间的相关关系。在理论上,有研究表明婴儿的口语词汇与未来阅读能力有关,但幼儿阶段的此类研究甚少。本研究欲为描述和评估幼儿语言发展中丰富多彩、各具差异的现象,提供进一步的证据,以更好地帮助、支持幼儿语言的全面发展。分析数据来自于“建桥项目”对成都三所幼儿园大中小班共90名幼儿语言领域的测试数据,包括早期阅读活动、创编故事讲述、熟悉故事讲述以及自由讲述四方面。通过多种SPSS统计方法对数据进行的分析表明, 3-6岁幼儿口语与早期阅读发展水平之间显著相关,特别是自由讲述水平与早期阅读发展水平呈可相互预测的关系,但口语各类型与早期阅读发展水平的相关程度各有不同。本研究为幼儿教师和家长在幼儿语言教育上提供了新的值得注意的启发点。
[Abstract]:This paper studies the correlation between oral English and early reading development of children aged 3-6. Theoretically, some studies have shown that the oral vocabulary of infants is related to their reading ability in the future. However, there are few such studies in early childhood. This study aims to provide further evidence to describe and evaluate the rich and varied phenomena in young children's language development in order to help them better. To support the overall development of young children's language. The analysis data from the "Bridge Building Project" test data of 90 children in the language field of three kindergartens in Chengdu, including early reading activities, the creation of story telling. Familiar with the story telling and free telling four aspects. Through the analysis of various SPSS statistical methods, the results show that there is a significant correlation between oral English and early reading development level of children aged 3-6 years. In particular, there is a mutually predictable relationship between the level of free narration and the level of early reading development. However, different types of oral English have different correlation with the level of early reading development. This study provides a new enlightening point for teachers and parents in early childhood language education.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G613.2

【引证文献】