以思维地图为支架培养大班幼儿阅读能力  

To Cultivate the Reading Ability of Children in Senior Class with the Frame of Thinking Map

作　　者：李秋霖 LI Qiulin(No.2 Affiliated Kindergarten of Fujian Preschool Education College,Fuzhou,Fujian 350003)

机构地区：[1]福建幼儿师范高等专科学校附属第二幼儿园,福建福州350003

出　　处：《教育探究》2023年第5期16-20,共5页Educational Study

基　　金：福建省教育科学研究所2021年福建省基础教育课程教学研究课题“幼小双向衔接的联动机制的行动研究”(课题编号:MJYKT2021-208)的研究成果。

摘　　要：大班幼儿具有一定的阅读基础与逻辑思维,能关注读本的关键信息,但对阅读内容的完整理解还有待进一步发展。教师在教学中可以思维地图为支架,巧妙采取相应策略提升幼儿的阅读能力:因书而异巧选择、化繁为简助理解、多种途径促表达,支持幼儿输入与输出循环往复,解决幼儿在阅读活动中自主阅读水平低、表层化、思维度缺失等问题,以提升幼儿的阅读能力。Senior class children have a certain foundation in reading and logical thinking,and can pay attention to the key information in the reading book.However,a complete understanding of the reading content still needs to be further developed.Teachers can use mind maps as a framework in teaching and cleverly adopt corresponding strategies to improve children s reading ability.For example,skillfully select different books,simplify complexity to facilitate understanding,promote expression through various channels,support the cyclic input and output of young children,and solve problems such as low level of independent reading,superficiality,and lack of thinking in reading activities,with the aim of improving their reading ability.

关 键 词：思维 地图 幼儿 阅读 策略 

分 类 号：G613.2[文化科学—学前教育学]