具身绘本教学促进中班幼儿阅读理解能力的实验研究  

An Experimental Study of the Effect of Embodied Picture Book Teaching on Kindergarten Year 2 Children’s Reading Comprehension Ability

作　　者：季鑫璐 金芳 贾春悦 王雨菲 JI Xin-lu;JIN Fang;JIA Chun-yue;WANG Yu-fei(School of Preschool and Primary Education,Shenyang Normal University,Shenyang 110034,China;Qitaihe Vocational College,Qitaihe 154600,China)

机构地区：[1]沈阳师范大学学前与初等教育学院,辽宁沈阳110034 [2]七台河职业学院,黑龙江七台河154600

出　　处：《陕西学前师范学院学报》2024年第2期12-19,共8页Journal of Shaanxi Xueqian Normal University

基　　金：辽宁省教育厅基本科研项目(JYTMS20231677)。

摘　　要：具身绘本教学强调幼儿身体的参与、教学情境的创设以及各要素之间的交互作用,为当前幼儿园绘本教学中存在的问题提供了解决的突破口。以沈阳市某幼儿园实验班与对照班共44名中班幼儿为研究对象,实验班采用具身绘本教学,对照班采用常规绘本教学方法,开展为期10周共10次的教育实验活动,旨在探索具身绘本教学对幼儿阅读理解能力的影响效果。研究表明:实验后实验班幼儿的显性信息理解能力和隐性信息理解能力相比于对照班幼儿得到了更显著的提升,相比于传统的绘本教学方法,具身绘本教学更有助于中班幼儿阅读理解能力的发展。Embodied picture book teaching emphasizes the participation of children’s bodies,the creation of teaching situations and the interaction between various elements,which provides a breakthrough for the current problems in picture book teaching in kinder⁃gartens.A total of 44 children of Kindergarten Year 2 in the experimental class and the control class of a kindergarten in Shenyang were taken as the research objects.The experimental class adopted embodied picture book teaching,while the control class adopted the conventional picture book teaching method to carry out ten educational experiment activities for ten weeks,aiming to explore the ef⁃fect of embodied picture book teaching on children’s reading comprehension.The study showed that compared with the traditional pic⁃ture book teaching method,embodied picture book teaching was more conducive to the development of reading comprehension of chil⁃dren in Kindergarten Year 2,and the comprehension of explicit and implicit information in the experimental class was more significant⁃ly improved than that in the control class.

关 键 词：具身认知 绘本教学 中班幼儿 阅读理解 

分 类 号：G613[文化科学—学前教育学]