绘本个别化学习:提升大班幼儿阅读理解能力的有效途径  

Individualized Learning of Picture Books:An Effective Way to Improve Reading Comprehension of Top-class Children

作　　者：陈锐 李林慧[2] Chen Rui;Li Linhui(Jiading District Yongzhu Kindergarten,Shanghai,201808;College of Preschool Education,Shanghai Normal University,Shanghai,200233)

机构地区：[1]上海市嘉定区咏竹幼儿园,上海201808 [2]上海师范大学学前教育学院,上海200233

出　　处：《幼儿教育》2023年第3期40-45,共6页Early Childhood Education

摘　　要：本研究以上海某园的50名大班幼儿为研究对象,在实验班开展为期六周的绘本个别化学习干预活动。干预前,实验班和对照班幼儿在阅读理解能力总分均值及四个理解层次上的得分无显著差异;干预后,实验班幼儿在总分以及各层次上的得分均值都显著高于对照班,尤其是深层阅读理解能力得到了显著的改善。基于此,建议大班早期阅读活动应着眼于阅读思维的培养,选取合适的绘本促进大班幼儿阅读理解能力发展,关注绘本个别化学习活动中思维导图运用的适宜性。In this study,a six-week reading intervention program was carried out to the experimental class with total 50 top-class children participants from a kindergarten in Shanghai.Before the intervention,there was no significant difference in reading comprehension between the experimental class and the control class.After the intervention,the total score and the average score at all levels of children in the experimental class were significantly higher than their counterparts,especially the deep understanding was significantly improved over time.Based on this,researchers suggest that reading activities of top-class should focus on the cultivation of thinking ability,teachers should select suitable picture books to promote the development of reading comprehension of children,pay attention to the appropriateness of mind mapping in the individualized learning activities of picture books.

关 键 词：阅读理解 个别化学习 绘本 大班幼儿 

分 类 号：G612[文化科学—学前教育学]