摘要
采用实验法,考察阅读媒介对5~6岁幼儿故事理解的影响。结果表明,在首次测试时,绘本阅读组幼儿故事理解得分显著高于数字阅读组。随着测试次数增加,数字阅读组幼儿注意无关刺激的次数逐渐减少,与动画互动次数逐渐增加,其故事理解得分逐渐领先于绘本阅读组。研究者据此提出相关建议。
Using experimentation,this study examines the impact of reading media on 5-6 year-old children’s story reading comprehension.The results show that in the first test,picture book reading group scored significantly higher than digital reading group in story reading comprehension.However,with the number of operation times increased,the number of interruptions by unrelated information gradually decreased,and the number of interactions with the animation gradually increased,the scores in reading comprehension of digital reading group gradually exceeded picture book reading group.The researchers also provide some suggestions.
作者
王娟
李维
张攀
沈秋苹
Wang Juan;Li Wei;Zhang Pan;Shen Qiuping(College of Educational Science,Jiangsu Normal University,Xuzhou,221000;The Experimental Kindergarten Attached to Shanghai University,Shanghai,200044)
出处
《幼儿教育（教育科学）》
2019年第1期41-43,70,共4页
Early Childhood Education(Educational Sciences)
基金
国家社会科学基金教育学青年项目“汉语聋童的叙事特征及其叙事能力发展的干预研究”(项目批准号:CHA130165)
江苏省自然科学基金青年项目“母亲语言支架对3~6岁儿童社会能力发展的影响研究”(项目批准号:BK20181008)
江苏省现代教育技术研究课题“电子阅读对自闭症儿童叙事能力发展的影响”(课题编号:2017-R-54242)的研究成果之一
关键词
故事理解
阅读媒介
数字阅读
绘本阅读
5~6岁幼儿
story comprehension
reading media
digital reading
picture book reading
children aged 5-6
