摘要
本研究以上海市235名4-6岁幼儿为研究对象,测查其阅读理解能力及其家庭语言环境,以探讨4-6岁幼儿阅读理解能力的发展特点及其与家庭语言环境的关系。研究发现:(1)4-6岁幼儿阅读理解能力发展呈现出整体水平不高且个体差异较大的特点,其表层内容识别能力稍强,简单情节推理能力和综合主旨推理能力较弱,且有-定年龄差异;(2)家庭语言环境中的若干结构性因素和过程性因素对4-6岁幼儿阅读理解能力的发展有显著影响。研究者据此提出建议。
JIn this study,235 children aged 4-6 in Shanghai were selected to test their reading comprehension,and to collect their home language environment data,so as to explore the developmental characteristics of reading comprehension of children in this age bracket and its relationship with the home language environment.(1)Children's capacity of reading comprehension is overall limited with dramatic individual differences.Their literal information recognition is better than their plot inference and integrative inference but there exist age diferences.(2)Several structural and procedural factors in the home language environment have a significant impact on the development of 4-6-year-old children's reading comprehension.Some suggestions are accordingly put forward.
作者
王道越
李林慧
Wang Daoyue;Li Linhui(College of Preschool Education,Shanghai Normal University,Shanghai,200234)
出处
《幼儿教育》
2022年第30期30-35,共6页
Early Childhood Education
基金
2015年度上海市哲学社会科学规划课题“城市流动学前儿童语言发展现状及对策研究”的研究成果之一,课题编号:2015BYY009。
关键词
4-6岁幼儿
阅读理解能力
家庭语言环境
关系
children aged 4-6
reading comprehension
home language environment
relationship
