同伴分享阅读对中班幼儿叙事能力的影响研究

Study on the Influence of Peer-Sharing Reading on the Narrative Ability of Middle-Class Children

通过教育实验法和观察法研究同伴分享阅读对中班幼儿叙事能力的影响。在大理州某幼儿园中选取两个平行中班作为实验的被试,随机划分为实验班和对照班,在实验班中进行同伴共读绘本和绘本的讨论演绎两种同伴分享阅读活动,在对照班中进行自主阅读活动。研究结果表明:(1)中班幼儿叙事能力发展的总体水平无显著性差异;(2)同伴分享阅读活动对中班幼儿叙事能力的发展有促进作用;(3)同伴分享阅读优于自主阅读对中班幼儿叙事能力发展的影响。

The influence of peer-sharing reading on middle class children’s narrative ability was studied through educational experiments and observations.Two parallel middle classes in a kindergarten in Dali Prefecture were selected as the experimental subjects and randomly divided into the experimental class and the control class.In the experimental class,two kinds of peer sharing reading activities were carried out,namely,peer reading and discussion of picture books.In the control class,independent reading activities were processed.The results show that:(1) There is no significant difference in the overall level of narrative ability development of middle-class children;(2)Peer-sharing reading activity promotes the development of middle-class children’s narrative ability;(3) The influence of peer sharing reading on the development of middle class children’s narrative ability is better than independent reading.