运用对话式阅读提升幼儿心理理论能力的提示策略  

Prompt Strategies to Promote Children's Theory of Mind Ability through Dialogic Reading

作　　者：王杰 武建芬[1,2] 武云鹏 Wang Jie;Wu Jianfen;Wu Yunpeng(Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou,Zhejiang,311121;Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare,Hangzhou Normal University,Hangzhou,Zhejiang,311121;School of Teacher Education,Dezhou University,Dezhou,Shandong,253023)

机构地区：[1]杭州师范大学经亨颐教育学院,浙江杭州311121 [2]浙江省哲学社会科学实验室杭州师范大学婴幼儿发展与托育实验室,浙江杭州311121 [3]德州学院教师教育学院,山东德州253023

出　　处：《幼儿教育》2023年第30期16-20,共5页Early Childhood Education

摘　　要：对话式阅读的五种提示策略分别是完成性提示、回忆性提示、开放性提示、问题性提示和间距性提示。为进一步探索在幼儿园情境中提升幼儿心理理论能力的有效方式,本研究结合实践案例,详细分析提示策略在以心理理论绘本为载体的对话式阅读中的运用,并提出为幼儿创设宽松的对话环境、运用开放式问题引导幼儿识别与理解他人心理状态、在对话式阅读中给予幼儿积极反馈等建议。The study proposes five prompt strategies for dialogic reading,which are completion prompts,recall prompts,openended prompts,wh-prompts,and distancing prompts.In order to promote the development of young children's theory of mind in kindergarten settings,the study combines practical cases to analyze the application of prompt strategies in dialogic reading in picture books for theory of mind.The study suggests creating a relaxed dialogue environment for young children and using openended questions to guide them to identify and understand others'psychological states.Additionally,the study proposes the application of prompt strategies such as positive feedback to young children in dialogic reading.

关 键 词：幼儿 心理理论 对话式阅读 提示策略 

分 类 号：G612[文化科学—学前教育学]