亲子阅读类型及其对幼儿阅读能力发展的影响  

On the Type of Parent-child Reading and Its Influence upon Children's Emergent Literacy Development

作　　者：朱从梅[1] 周兢[1] 

机构地区：[1]华东师范大学学前教育与特殊教育学院,上海200062

出　　处：《幼儿教育（教育科学）》2006年第Z1期89-94,共6页Early Childhood Education(Educational Sciences)

基　　金：国家社科基金项目(批准号:01BYY004)资助。

摘　　要：本研究着重探讨亲子阅读类型以及不同亲子阅读类型对孩子阅读能力发展所产生的影响。研究发现,汉语母亲在与3￣6岁不同年龄组儿童阅读图画书时,存在着平行式、偏离式和合作式三种不同的亲子阅读类型;绝大多数亲子阅读属于合作式类型;不同类型的亲子阅读母亲和幼儿之间的互动程度和水平存在差异;为提高成人与儿童互动水平,应鼓励合作式亲子阅读。研究还发现,成人在亲子阅读中使用的语言,对于孩子阅读能力的发展十分重要。This research focuses on the types of parent-child reading and the influence upon children's emergent literacy development. It reveals that Chinese-speaking mothers employ different types of reading, namely, parallel, deviating and cooperative when reading picture books with their children of 3-6 years old, with the majority being cooperative. And different types of reading result in different degrees of interactivity between mother and child. In order to improve interactivity between parent and child, cooperative reading is recommended. The research also unveiled that the language parent uses in reading in of vital importance for children's reading ability development.

关 键 词：亲子阅读类型 互动水平 儿童阅读能力 

分 类 号：G613.2[文化科学—学前教育学]