家庭阅读环境对3-5岁儿童接受性词汇水平发展的影响——基于潜变量增长模型的分析  

The Impact of Family Reading Environment on the Development of Receptive Vocabulary Level in Children Aged 3-5:An Analysis Based on Latent Growth Curve Model

作　　者：施雅莉 刘宝根 王凯月 夏燕勤[1] Shi Yali;Liu Baogen;Wang Kaiyue;Xia Yanqin(College of Children Development and Education,Zhejiang Normal University,Hangzhou,Zhejiang,311231)

机构地区：[1]浙江师范大学儿童发展与教育学院,浙江杭州311231

出　　处：《幼儿教育》2023年第21期72-77,共6页Early Childhood Education

基　　金：浙江省哲学社会科学规划课题“学前儿童图画书阅读中词汇习得的认知加工机制研究”的研究成果之一,课题编号:23NDJC108YB。

摘　　要：本研究运用问卷调查法和测验法,对浙江省湖州市 4 所公办幼儿园的 80 名小班儿童开展纵向追踪研究,考察 3-5 岁儿童接受性词汇水平及其发展轨迹、家庭阅读环境基本情况及家庭阅读环境对 3-5 岁儿童接受性词汇水平的影响.根据研究结果,本研究提出相应建议.This longitudinal study fllowed 80 children from four public kindergartens in Hangzhou,Zhejang Province.using qucstionnaircs and testing methods to investigate their rcepive vocabulary devclopment raicctory between the agcs of3 and 5.a5 well as the basic siuation of their family rading cenvironment and its impact on their receptive vocabulary.Based on the research results.this study proposcs relevant suggstions.

关 键 词：3-5岁儿童 家庭阅读环境 接受性词汇 潜变量增长模型 

分 类 号：G616[文化科学—学前教育学]