学前儿童读写准备的促进:基于脑与认知科学的视角  

How to Enhance Preschoolers’Literacy Readiness from the Perspective of Brain and Cognitive Sciences

作　　者：柏子琳 高丹琪 刘丽[1] BAI Zilin;GAO Danqi;LIU Li(State Key Laboratory of Cognitive Neuroscience and Learning,Beijing Normal University,Beijing 100875 China)

机构地区：[1]北京师范大学认知神经科学与学习国家重点实验室,北京100875

出　　处：《学前教育研究》2023年第1期40-49,共10页Studies in Early Childhood Education

基　　金：中国教育质量监测协同创新中心自主课题“学前幼儿语言发展监测指标与工具研制”(编号:2022-01-136-BHK01)。

摘　　要：读写准备是学前儿童将来正式学习读写的基础,与儿童日后的学业表现密切相关。世界上很多国家和地区越来越重视学前儿童的读写准备,制定了相关发展标准。学前儿童读写准备与幼儿园“小学化”在学习内容与目的上存在根本区别。脑与认知科学的相关研究揭示了在学前儿童读写准备中应重视的关键认知技能与环境影响因素。前者包括文字意识、语音意识、语音工作记忆、快速命名、口语理解能力、精细动作、视动整合能力等。后者涉及家庭社会经济地位、亲子言语互动与对话质量、幼儿园教育质量等。教育者应科学促进学前儿童的读写准备,为其日后的流畅读写奠定基础。Literacy readiness is the precursor for children’s formal reading and writing and academic performance in future.In recent years,educational ministries worldwide have placed great emphasis on evaluating and boosting literacy readiness of preschoolers.But literacy readiness is different from formal literacy instruction.Evidences from brain and cognitive sciences have shown that some critical cognitive skills and environmental factors are closely related to preschoolers’literacy readiness.To promote children’s emergent literacy and lay a solid foundation for their later fluency in reading and writing,educators should take approaches to help children develop these cognitive abilities and optimize their learning environment at the same time.

关 键 词：读写准备 读写萌发 前阅读 前书写 

分 类 号：G613.2[文化科学—学前教育学]