词义解释类型对小班幼儿选择性信任能力提升的干预效果研究  

The Intervention Effect of Word Meaning Explanation Types on Improving Children’s Selective Trust Ability

作　　者：陈水平 魏艳苹 黄晨珊 CHEN Shuiping;WEI Yanping;HUANG Chenshan(College of Education,Jiangxi Science and Technology Normal University,Nanchang,Jiangxi 330038,China)

机构地区：[1]江西科技师范大学教育学院,江西南昌330038

出　　处：《成都师范学院学报》2023年第4期83-90,共8页Journal of Chengdu Normal University

基　　金：2021年度江西省高校人文社会科学研究项目(JY21117);2021年度江西省基础教育重点课题(SZUJKYJZD2021-1059)。

摘　　要：运用教育实验法,以南昌市某幼儿园两个小班的全部幼儿为研究对象,探讨词义解释类型对提升幼儿选择性信任能力的干预效果。结果显示:干预后的实验班幼儿选择性信任水平显著高于对照班,也显著高于干预前;对照班幼儿前后测选择性信任水平并未呈现显著差异。小班幼儿的选择性信任水平具有可塑性,以词义解释类型为线索的绘本阅读活动可以有效提升幼儿的选择性信任能力。据此建议教师关注解释类型,重视自身语言的准确性;开展干预活动,培养幼儿的选择性信任能力;巧用精细加工策略,促进幼儿知识学习。By taking all the children in two junior classes of a kindergarten in Nanchang City as the research object,the intervention effect of word meaning explanation types on improving children’s selective trust ability is explored by using the educational experiment method.The results showed that the selective trust level of children in the experimental class was significantly higher than that in the control class after intervention,and also significantly higher than that before intervention.There was no significant difference in the selective trust level of the children in the control class before and after the test.Junior-class children’s selective trust level has the property of adaptability.Picture book reading activities guided by word meaning explanation types can effectively improve children’s selective trust ability.Therefore,it is suggested that teachers pay attention to the type of interpretation and the accuracy of their own language,set up intervention activities to cultivate children’s selective trust ability,skillfully use fine processing strategy to promote children’s knowledge acquiring.

关 键 词：词义解释 选择性信任 幼儿发展 绘本阅读 学前教育 

分 类 号：G610[文化科学—学前教育学] G441[文化科学—教育学]