4-5岁幼儿绘本阅读过程中的自语研究
发布时间：2018-08-13 14:05
【摘要】：自1923年皮亚杰第一次提出“自我中心言语”,儿童的自语现象得到了广大学者的关注,围绕着自语的类型、功能、影响因素展开了深入研究。纵观国内,前人在自语方面获得了丰硕的研究成果,但是研究成果主要集中于皮亚杰和维果斯基关于自语理论的对比研究、自语产生的原因、自语的综述研究等,对具体情境下的自语特性及其教育价值的研究有待于进一步扩展。该研究采用质性研究方法,对收集的4—5岁幼儿(4男3女)的自语话段从类型、功能、特征、影响因素方面进行分析,研究发现:4—5幼儿自语的类型主要有想象型自语、任务认知型自语、语词游戏、自我交流型自语;自语的功能有丰富故事情节功能、指导阅读功能、情感表达功能、促进社会性交往功能;自语的特征为自语具有同质性,自语具有情境性,自语具有传达性;自语的影响因素主要有性别、参与人数、幼儿生活经验、绘本主题和绘本熟悉程度。在分析整理资料的基础之上,研究者总结了自语产生的心理学原因和社会学原因,并且为教师提出相应的教育建议:及时捕捉幼儿的自语现象,充分激发幼儿的自语欲望,利用自语进行支架式教学,利用自语培养幼儿的学习品质。
[Abstract]:Since Piaget first put forward "self-centered speech" in 1923, the phenomenon of children's self-talk has been paid more attention by many scholars, and has been deeply studied around the types, functions and influencing factors of self-talk. Throughout the country, previous scholars have obtained fruitful research results in the field of self-talk, but the research results mainly focus on the comparative study on the theory of self-talk between Piaget and Vikowski, the causes of self-talk, the summary of self-talk, and so on. The study on the characteristics of self-talk and its educational value in specific situations needs to be further expanded. In this study, qualitative research was used to analyze the types, functions, characteristics and influencing factors of self-talk segments of 4-5 year old children (4 males and 3 females). The study found that the main types of self-talk in children aged 4-5 were imaginative self-talk. Task-based self-talk, word games, self-communication, self-talk have rich storyline function, guide reading function, emotional expression function, promote social communication function, self-talk is characterized by homogeneity. The main influencing factors of self-talk are gender, number of participants, children's life experience, picture book theme and picture book familiarity. On the basis of analyzing and sorting out the data, the researcher sums up the psychological and sociological causes of self-talk, and puts forward corresponding educational suggestions for teachers: to catch the phenomenon of self-talk in time, and to fully stimulate the desire of self-talk. Self-talk is used for scaffolding teaching and self-talk is used to cultivate children's learning quality.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2
本文编号：2181210
[Abstract]:Since Piaget first put forward "self-centered speech" in 1923, the phenomenon of children's self-talk has been paid more attention by many scholars, and has been deeply studied around the types, functions and influencing factors of self-talk. Throughout the country, previous scholars have obtained fruitful research results in the field of self-talk, but the research results mainly focus on the comparative study on the theory of self-talk between Piaget and Vikowski, the causes of self-talk, the summary of self-talk, and so on. The study on the characteristics of self-talk and its educational value in specific situations needs to be further expanded. In this study, qualitative research was used to analyze the types, functions, characteristics and influencing factors of self-talk segments of 4-5 year old children (4 males and 3 females). The study found that the main types of self-talk in children aged 4-5 were imaginative self-talk. Task-based self-talk, word games, self-communication, self-talk have rich storyline function, guide reading function, emotional expression function, promote social communication function, self-talk is characterized by homogeneity. The main influencing factors of self-talk are gender, number of participants, children's life experience, picture book theme and picture book familiarity. On the basis of analyzing and sorting out the data, the researcher sums up the psychological and sociological causes of self-talk, and puts forward corresponding educational suggestions for teachers: to catch the phenomenon of self-talk in time, and to fully stimulate the desire of self-talk. Self-talk is used for scaffolding teaching and self-talk is used to cultivate children's learning quality.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2
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