教师手势类型对5-6岁儿童叙事表现的影响研究  

A Study on the Impact of Teacher Gesture Types on Narrative Performance of Children aged 5-6

作　　者：吴聪 张肖 王娟[1] Wu Cong;Zhang Xiao;Wang Juan(College of Educational Science,Jiangsu Normal University,Xuzhou,Jiangsu,221116;Zhenjiang New District Pingchang Yile Community Kindergarten,Zhenjiang,Jiangsu,212000)

机构地区：[1]江苏师范大学教育科学学院,江苏徐州221116 [2]镇江新区平昌宜乐幼儿园,江苏镇江212000

出　　处：《幼儿教育》2024年第15期35-39,共5页Early Childhood Education

摘　　要：本研究考察了教师手势类型对5-6岁儿童叙事表现的影响。研究结果发现:教师的象似性手势和指示性手势有利于儿童故事复述能力的发展;指示性手势有利于儿童浅层故事理解能力的发展,象似性手势有利于儿童深层故事理解能力的发展;节奏性手势对儿童故事复述能力和故事理解能力的发展均未起到促进作用。This study examined the impact of teacher gesture types on the narrative performance of children aged 5-6.The results of the study found that the teacher's iconic gestures and directive gestures were beneficial to children's story retelling.Directive gestures were beneficial to children's shallow story comprehension,while iconic gestures were beneficial to children's deep story comprehension.Rhythmic gestures did not have a promoting effect on children's story retelling and story comprehension,

关 键 词：5-6岁儿童 手势类型 叙事表现 

分 类 号：G610[文化科学—学前教育学]