4-5歲幼兒繪本閱讀過程中的自語研究
發(fā)布時間：2018-08-13 14:05
【摘要】：自1923年皮亞杰第一次提出“自我中心言語”,兒童的自語現(xiàn)象得到了廣大學者的關注,圍繞著自語的類型、功能、影響因素展開了深入研究�？v觀國內,前人在自語方面獲得了豐碩的研究成果,但是研究成果主要集中于皮亞杰和維果斯基關于自語理論的對比研究、自語產生的原因、自語的綜述研究等,對具體情境下的自語特性及其教育價值的研究有待于進一步擴展。該研究采用質性研究方法,對收集的4—5歲幼兒(4男3女)的自語話段從類型、功能、特征、影響因素方面進行分析,研究發(fā)現(xiàn):4—5幼兒自語的類型主要有想象型自語、任務認知型自語、語詞游戲、自我交流型自語;自語的功能有豐富故事情節(jié)功能、指導閱讀功能、情感表達功能、促進社會性交往功能;自語的特征為自語具有同質性,自語具有情境性,自語具有傳達性;自語的影響因素主要有性別、參與人數、幼兒生活經驗、繪本主題和繪本熟悉程度。在分析整理資料的基礎之上,研究者總結了自語產生的心理學原因和社會學原因,并且為教師提出相應的教育建議:及時捕捉幼兒的自語現(xiàn)象,充分激發(fā)幼兒的自語欲望,利用自語進行支架式教學,利用自語培養(yǎng)幼兒的學習品質。
[Abstract]:Since Piaget first put forward "self-centered speech" in 1923, the phenomenon of children's self-talk has been paid more attention by many scholars, and has been deeply studied around the types, functions and influencing factors of self-talk. Throughout the country, previous scholars have obtained fruitful research results in the field of self-talk, but the research results mainly focus on the comparative study on the theory of self-talk between Piaget and Vikowski, the causes of self-talk, the summary of self-talk, and so on. The study on the characteristics of self-talk and its educational value in specific situations needs to be further expanded. In this study, qualitative research was used to analyze the types, functions, characteristics and influencing factors of self-talk segments of 4-5 year old children (4 males and 3 females). The study found that the main types of self-talk in children aged 4-5 were imaginative self-talk. Task-based self-talk, word games, self-communication, self-talk have rich storyline function, guide reading function, emotional expression function, promote social communication function, self-talk is characterized by homogeneity. The main influencing factors of self-talk are gender, number of participants, children's life experience, picture book theme and picture book familiarity. On the basis of analyzing and sorting out the data, the researcher sums up the psychological and sociological causes of self-talk, and puts forward corresponding educational suggestions for teachers: to catch the phenomenon of self-talk in time, and to fully stimulate the desire of self-talk. Self-talk is used for scaffolding teaching and self-talk is used to cultivate children's learning quality.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G613.2
本文編號：2181210
[Abstract]:Since Piaget first put forward "self-centered speech" in 1923, the phenomenon of children's self-talk has been paid more attention by many scholars, and has been deeply studied around the types, functions and influencing factors of self-talk. Throughout the country, previous scholars have obtained fruitful research results in the field of self-talk, but the research results mainly focus on the comparative study on the theory of self-talk between Piaget and Vikowski, the causes of self-talk, the summary of self-talk, and so on. The study on the characteristics of self-talk and its educational value in specific situations needs to be further expanded. In this study, qualitative research was used to analyze the types, functions, characteristics and influencing factors of self-talk segments of 4-5 year old children (4 males and 3 females). The study found that the main types of self-talk in children aged 4-5 were imaginative self-talk. Task-based self-talk, word games, self-communication, self-talk have rich storyline function, guide reading function, emotional expression function, promote social communication function, self-talk is characterized by homogeneity. The main influencing factors of self-talk are gender, number of participants, children's life experience, picture book theme and picture book familiarity. On the basis of analyzing and sorting out the data, the researcher sums up the psychological and sociological causes of self-talk, and puts forward corresponding educational suggestions for teachers: to catch the phenomenon of self-talk in time, and to fully stimulate the desire of self-talk. Self-talk is used for scaffolding teaching and self-talk is used to cultivate children's learning quality.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G613.2
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