摘要
近年来,互动性水平作为师幼共读质量的有力预测因素备受关注。基于互动视角,通过对师幼共读相关研究进行文献梳理与总结,发现已有研究主要集中在共读活动中师幼互动质量的现状、提升师幼共读互动质量的措施、师幼共读互动质量的评估方法、影响师幼共读互动质量的因素四方面。据此提出对未来研究方向的建议,包括增加对双向性和多维度师幼共读互动质量的探索,挖掘研究深度,重视绘本的互动价值,创新本土师幼共读互动质量研究体系等。
In recent years,the level of interactivity,as a strong predictor of the quality of teacher-child shared book reading,has attracted much attention.Based on the interactive perspective,this study reviews and summarizes the literature on teacher-child shared book reading.It is found that the existing researches mainly focus on four aspects:the current situation of teacher-child interaction quality,measures to improve the quality of teacher-child interaction,methods to evaluate the quality of teacher-child interaction,and contributing factors of teacher-child interaction quality.Suggestions for future directions are proposed,including increasing the exploration of bidirectional and multi-dimensional teacher-child shared book reading interaction,excavating the depth of theresearch,attaching importance to the interactive value of picture books,and innovating the native teacher-child interactive shared book reading research system.
作者
汪尔雅
尹雪力
张和颐
Wang Erya;Yin Xueli;Zhang Heyi(College of Education,Beijing Normal University,Beijing 100875,China)
出处
《早期儿童发展》
2022年第3期35-45,共11页
Early Childhood Development
基金
奕阳教育研究院资助,基金项目“师幼互动与幼儿自我调节学习:特点、机倒及干预(SEI-QXZ-2020-01)”
北京师范大学学前教育研究所(系)绘本阅读与婴幼儿发展招标课题。
关键词
师幼共读
师幼互动
绘本
teacher-child shared book reading
teacher-child interaction
picture book
