分享阅读在初中生学习英语中的作用

分享阅读是一种互动式早期阅读的方法,它是成人和儿童不以学习为外显目的,在轻松的共同阅读活动中,通过成人的逐字指示和言语发音,促使儿童对语音和字形进行逐字匹配,从而意识到每个字都承载着一定意义的过程。早期分享阅读教育有以下几点特点:     

分享阅读增强幼儿自主学习能力

分享阅读是专门针对幼儿设计的一种早期阅读方法.它不仅能提高幼儿的早期阅读能力,促进他们的语言形成与发展,并能培养他们的自主学习能力.要积极搭建分享阅读平台,为幼儿创设更多的分享阅读机会,让他们在分享中体验阅读的乐趣.     

5-6岁幼儿分享行为和分享动机研究

本研究以厦门市某幼儿园的40名5-6岁幼儿为被试,运用实验法和访谈法,探讨"偶得物品"和"拥有性物品"下幼儿分享行为及其分享动机的特点。结果如下:(1)百分之百的幼儿具有正确的分享判断,但绝大部分幼儿并不愿意分享,"偶得物品"和"拥有性物品"之间的分享行为并没有明显差异。(2)愿意分享的幼儿中,被动分享占主导,其中一大部分是伪分享行为。(3)分享动机中,"同伴倾向"占主导,尤其是"偶得物品"的分享动机;"权威/规则倾向"和"移情倾向"也占有重要地位。     

分享阅读与幼儿自主学习能力影响探究

幼儿期是提升语言能力的关键时期。分享阅读作为培养早期阅读能力的重要途径,对幼儿的语言发展、自主学习能力有着重要意义。本文从分享阅读的内涵、意义角度,分析了分享阅读对幼儿自主学习能力的影响。     

不同动机因素对教师知识分享行为的影响机制——基于广东高校的实证研究

本文以广东省普通高校从事教学、科研工作的专任教师为研究对象,深入探讨教师知识分享动机(内在动机和外在动机)、知识分享意愿与知识分享行为之间的内在关系。实证研究结果表明,知识分享动机是影响知识分享意愿和知识分享行为的重要因素,知识分享意愿在知识分享动机和知识分享行为之间起中介作用。     

学前儿童分享阅读的能力培养

分享阅读,也译为“大书阅读”,主要指在轻松愉快的气氛中,以培养儿童的阅读兴趣、习惯,发展他们基本的阅读能力为主要目的,成年人和儿童共同阅读一本书的类似游戏活动。分享阅读过程是一个让孩子感受爱、享受爱的过程,它之所以被称为“享受”,既是让孩子享受到阅读的乐趣,也是让孩子享受到成人的爱,而且这种享受是由成人和孩子一起阅读、...     

论动机因素对阅读的影响

在阅读过程中，不但认知的因素在起作用，动机（Motivation）等非智力因素也在起作用。本文从心理学的角度探讨了动机对阅读活动的影响，着重分析了内在动机（Intrinsic Motivation）和成就动机（Achievement Motive）在阅读过程中的作用。     

课外阅读和阅读动机

本研究借鉴国外学者的研究,采用问卷调查的方法,着眼于课外阅读对英语间读动机的影响。结果表明课外阅读的内在动机和外在动机呈现不同的变化。     

英语阅读策略训练对阅读动机的影响

采用实验法、调查法、文献法等多种教育科研方法,对大专班学生研究了阅读策略训练对阅读动机的影响,结果显示:学生的阅读策略水平、阅读动机水平、阅读成绩之间存在极为显著的正相关;阅读策略训练不仅是可行的,而且能有效地激发学生的阅读动机,提高阅读成绩。     

阅读动机、阅读投入、同伴辅助学习对小学生阅读能力的影响——一个有调节的中介作用模型

利用区域教育质量监测数据,建立结构方程模型,考察阅读动机、阅读投入、同伴辅助学习对小学生阅读能力的影响。结果表明：阅读的内部动机和外部动机均显著影响小学生的阅读能力;阅读投入在阅读动机和阅读能力关系间发挥部分中介作用;同伴辅助学习在阅读动机与阅读投入关系间发挥正向调节作用;在“阅读投入—阅读能力”的调节机制中,高水平同伴辅助学习的影响效应不如低水平同伴辅助学习。为系统提升小学生阅读能力,教师可尝试从以下几个方面着手：构建积极的阅读评价环境,激发学生的良性阅读动机;营造自由开放的阅读氛围,提升学生的阅读投入水平;发挥同伴辅助学习的积极调节作用,利用亚文化群体带动阅读正向发展。     

Literature Review on Shared Book Reading

This paper first introduced shared-book reading as good family activity for early childhood.A series of related experi ments and findings were then examined.The author went on to analyze three influential factors of shared book reading and its de velopmental,emotional and learning difficulty’s value.Finally,comments and suggestions were made to future researchers of the same field.     

Effects of Different Instructional Approaches on Young Children's Achievement and Motivation

Children in child-centered preschools and kindergartens were compared to children in didactic, highly academic programs in terms of their basic skills achievement and a set of motivation variables. The study included 227 poor, minority, and middle-class children between the ages of 4 and 6 years. Children in didactic programs that stressed basic skills had significantly higher scores on a letters/reading achievement test but not on a numbers achievement test. Being enrolled in a didactic early childhood education program was associated with relatively negative outcomes on most of the motivation measures. Compared to children in child-centered programs, children in didactic programs rated their abilities significantly lower, had lower expectations for success on academic tasks, showed more dependency on adults for permission and approval, evidenced less pride in their accomplishments, and claimed to worry more about school. Program effects were the same for economically disadvantaged and middle-class children, and for preschoolers and kindergartners.     

试论分享阅读与幼儿成长

早期阅读,是幼儿智力成长的重要手段,也是幼儿国语言教育的核心组成部分。本文通过分析分享阅读——一种有效的阅读手段,在幼儿成长中所产生的巨大作用,来论述分享阅读的教育价值。     

Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections

This study examined the ways in which the language that Head Start teachers used during book reading, as well as the extent to which they made explicit connections between book reading and other instructional activities, were linked to preschoolers' vocabulary development. Participants included 10 Head Start teachers and 153 children in their classrooms. Research Findings: Analyses revealed that teachers varied substantially in the frequency and nature of their book-related remarks, and connections between books and the broader curriculum were relatively few in number and constrained in nature. On average, children learned more words over the course of the year when teachers used more contextualized and decontextualized talk during book readings. Contextualized book-related talk was most positively associated with learning among children with relatively low initial vocabulary knowledge. Too few connections between book reading and the curriculum were observed to afford analysis of their contributions to children's vocabulary skills. Practice or Policy: The findings show the nuanced ways in which shared book reading, a critical part of the preschool day, is linked to vocabulary growth among the nation's most vulnerable learners. The results also highlight potential avenues through which readings could be strategically individualized to optimize early vocabulary development.     

图画书阅读与儿童非智力发展

图画故事书是学前儿童阅读的起点,是儿童人生的第一本书。当前,图画书对培养孩子的观察力、想象力、审美能力和语文能力方面的积极作用。已得到了人们普遍的认可。但图画书如同一本“生活的百科全书”,它除了对孩子的智力启蒙会产生积极的影响外,对孩子的情感、态度、习惯、性格等非智力方面也有着不可忽视的作用。     

5～6岁幼儿在不同阅读方式下阅读图画书的眼动研究

本研究以眼动仪为工具,以31名5～6岁幼儿为被试,采用实验法考察不同阅读方式对幼儿图画书阅读的影响.研究结果表明:(1)5～6岁幼儿可以采取自主阅读的方式阅读图画书.(2)较之自主阅读,聆听阅读更有利于幼儿对图画书的信息进行较为深入的加工,表现为幼儿能够较好地理解故事情节的变化.(3)在自主阅读中,幼儿的阅读是一种自我探索的过程,且更倾向于从图画书中的文字部分获取故事的相关信息;而在聆听阅读中,幼儿借助于成人的朗读,更多的是从图画部分获取信息.     

Young Children's Perspectives on Learning and Teacher Practices in Different Classroom Contexts: Implications for Motivation

Primary studentsa' perceptions of teacher practices and learning were investigated in two different classroom contexts: learner-centered (LC) and non-learner-centered (NLC). Sixty-six children in kindergarten, first, and second grades evaluated and explained teacher practices, reported self-perceptions, and expressed views on good teachers and learning in school. Results indicate that primary students value similar characteristics in teachers regardless of differences in classroom contexts or grade levels. In general, students reported that good teachers are caring, helpful (responsive), and stimulating. Furthermore, results showed that young children's interest in schoolwork and learning was lower in NLC classrooms than in LC classrooms, particularly for students who perceived their teachers as not being supportive and stimulating. Children's views of how learning occurs tended to be consistent with the practices in their classrooms (i.e. self-directed and process-oriented versus teacher-directed and basic skills-oriented). However, children who held contemporary views of learning that were inconsistent with practices in their NLC classrooms showed signs of becoming alienated from school. These results are interpreted in terms of self-determination theory, learner-centered psychological principles, and developmentally-appropriate practice. The importance of considering young children's perspectives for continuing motivation to learn is highlighted.     

The Effects of Microcomputers on Children's Attention to Reading

No abstract available for this article.     

不同阅读方式下学前儿童在图画书阅读中对文字的关注

分享阅读被认为可以有效提高儿童的文字意识,因为它可以使儿童获得更多与文字接触的机会。为了验证以上观点,本研究以SMI眼动仪为工具,对71名3~6岁幼儿在自主阅读和分享阅读方式下阅读图画书的特点进行考察。结果发现:分享阅读不能提高学前儿童对文字的关注程度,自读方式则可以增加儿童与文字接触的机会;儿童对文字的关注程度随着年龄班的增长而提高,且在小班与中班之间变化最为明显;阅读方式不影响儿童对主人公的关注程度;分享阅读提高了儿童信息加工的速度,且该效应在小班最明显;儿童对图画书中隐藏细节信息的关注程度随着年龄班的增长而降低。     

基于绘本阅读的幼儿性别角色教育

性别角色是儿童适应社会,实现社会化的重要内容,3-6、7岁的幼儿阶段是性别角色形成的重要时期。儿童在习得性别角色的同时开始习得所处社会所固有的性别角色刻板印象。大量研究证明,性别角色刻板印象限制并阻碍了儿童富有个性的发展,双性化的性别角色类型更有益于心理健康、情绪情感、人际关系以及社会适应。绘本是儿童普遍喜欢的儿童读物,绘本中蕴含的性别角色期待和性别意识是对儿童进行教育的重要载体。本研究以绘本阅读为出发点,探讨在教育中如何利用绘本促进儿童性别角色的发展,向幼儿园教师和家长提出相应的教育建议。