故事结构教学对大班幼儿阅读理解能力影响的实验研究

发布时间：2018-03-22 14:33

本文选题：故事结构教学　切入点：阅读理解能力　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：本研究旨在探讨故事结构教学的建构历程以及故事结构教学对大班幼儿阅读理解能力的影响。研究者采用准实验不等组前、后测研究设计,受试者为48名大班幼儿,按照自然班随机指派实验组和控制组,实验组26名幼儿,控制组22名幼儿。研究者以实验组为对象进行六次故事结构教学,两组幼儿均接受阅读理解能力评量的前测和后测。本研究使用spss20.0对相关数据进行统计分析,得到以下结论:1.故事结构教学实施的历程包括认识故事结构元素、故事导读、故事结构分析、同伴协助、故事屋学习单。2.故事结构教学可以提升大班幼儿对故事结构元素的掌握、增进大班幼儿对故事内容的理解,有助于大班幼儿对于故事主角的情感体验。3.故事结构教学可以提升大班幼儿阅读理解能力水平。4.故事结构教学对大班幼儿在故事内容理解方面的影响存在性别差异。研究者针对上述研究结论提出建议,以做为教学应用及未来研究的参考。
[Abstract]:The purpose of this study was to explore the construction process of story structure teaching and the influence of story structure teaching on the reading comprehension ability of children in large class. According to the nature class, the experimental group and the control group were randomly assigned, 26 children in the experimental group and 22 children in the control group. Both groups received pre-test and post-test of reading comprehension ability evaluation. This study used spss20.0 to analyze the relevant data, and got the following conclusion: 1.The process of implementing the teaching of story structure includes understanding the elements of story structure and guiding the reading of story. Story structure analysis, peer assistance, story house learning list. 2. The teaching of story structure can improve the understanding of the story structure elements and the understanding of the story content of the large class children. The teaching of story structure can improve the ability of reading comprehension of large class children. 4. The influence of story structure teaching on the understanding of story content of children in large class is not good. The researchers made recommendations in response to the above findings, As a reference for teaching application and future research.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2

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