借助思维导图提升中班幼儿阅读能力的实践研究

发布时间：2018-11-15 10:19

【摘要】：早期阅读的推动早就如火如荼地在我国的学前教育界开展。在上海,不论是什么特色或者等级的幼儿园都不会少了阅读,在这样大力的发展和推广之下,使得许多一线岗位的教师乃至不同年龄段幼儿的家长都无人不知,无人不晓其重要性。然而在阅读的过程中,到底如何才能引导幼儿深入阅读,理解故事,同时从中培养思维能力?学前幼儿对于绘本中插图中所包含的信息是否能够能够感知观察,并从中提取自己所需的信息?这些都是吸引作者去探究并尝试对其进行研究的问题。基于现有研究的背景之下,本研究以绘本教学实践研究为基础,包括利用思维导图进行相关绘本的教学实践研究,利用活动后的延生活动引导幼儿在阅读中和教师共同绘制思维导图,以此来扩大阅读范围及提升阅读效果。实验对象为上海市某幼儿园两个中班(4—5岁)的28名幼儿,研究者随机确定两个班级分别为实验班和对照班,两个班级的教师采用四本绘本,实施为期一个月的图画书教学。本研究通过简单统计进行量性分析,并利用质性分析幼儿的表现来了解教学效果的真实情况。研究结果如下:相对于常规的阅读教学方式,思维导图更能将思维可视化,帮助幼儿理解故事图式;使用思维导图的教学方式,能明显提高幼儿对于故事阅读的完整性;使用思维导图,有利于帮助幼儿提升对故事的专注力以及后续的重构;思维导图的绘制受制于教师本身的经验;对于故事的理解源于幼儿自身生活经验,思维导图的理解程度部分与个体差异有关。本研究旨在真实环境中记录孩子,生成案例,验证自己的研究假设。为一线教师实施绘本阅读提供参考意见,并引起研究者和教师更多得关注幼儿的阅读能力。
[Abstract]:The promotion of early reading has been in full swing in China's preschool education community. In Shanghai, no matter what characteristics or level of kindergarten there is no lack of reading, under such a vigorous development and promotion, many front-line teachers and even parents of children of different ages are not unaware. No one is unaware of its importance. However, in the process of reading, how to guide the children to read deeply, understand the story, and cultivate the ability of thinking? Can preschool children perceive and observe the information contained in illustrations in picture books and extract the information they need? These are the questions that attract the author to explore and try to study them. Under the background of the existing research, this study is based on the teaching practice research of picture book, including the teaching practice research of the related picture book by using the mind map. In order to enlarge the scope of reading and improve the reading effect, the children are guided to draw the thinking map together with the teacher in reading by using the extended activity after the activity. The subjects were 28 children from two middle classes (4-5 years old) in a kindergarten in Shanghai. The two classes were randomly selected as experimental class and control class. The teachers of two classes used four picture books. Implementation of a one-month picture book teaching. In this study, quantitative analysis was carried out through simple statistics and qualitative analysis of children's performance to understand the true situation of teaching effect. The results are as follows: compared with the conventional reading teaching mode, the thinking map can visualize the thinking and help the children to understand the story schema, and the teaching method of the thinking map can obviously improve the integrality of the children's reading of the story. The use of mind mapping helps children to improve their attention to the story and the subsequent reconstruction, and the drawing of the mind map is restricted by the teacher's own experience. The understanding of the story originates from the children's own life experience, and the understanding degree of the mind map is related to the individual difference. The purpose of this study is to record children, generate cases and verify their hypotheses in real environment. It provides reference for teachers to carry out picture book reading, and causes researchers and teachers to pay more attention to children's reading ability.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2

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