【作者】 王琦；

【导师】 王小英；

【作者基本信息】 东北师范大学 ， 学前教育学， 2006， 硕士

【摘要】 图画故事书是通过一系列配有相应文字或无文的图画为幼儿讲述故事或传递信息的书。图画故事书作为幼儿“人生的第一本书”,是幼儿学习的重要形式,对幼儿发展具有独特的本体价值和教育价值。母亲是幼儿人生的“第一位老师”,是幼儿早期阅读的重要伙伴,母亲的陪伴对幼儿阅读能力的发展具有重要的意义。本文通过对图画故事书阅读中的母子互动进行研究,力图了解母子阅读的现状,揭示母子阅读互动的特征,并通过提出教育建议提升母亲的阅读指导策略,促进幼儿阅读能力的全面发展。本研究采取了问卷法与观察法、访谈法相结合,问卷普查,重点观察、访谈的研究方法,在长春市三所幼儿园投放120份问卷,并从回收的90份问卷中,选取2-3、3-4、4-5.5三个年龄段,共12对母子作为家庭观察和访谈的对象。每对母子观察一次,用录音机记录母亲与幼儿的语言,笔录母亲与幼儿的动作和表情。通过对问卷、观察记录、访谈记录的整理和分析,笔者从由谁来讲故事、母亲阅读的方式、阅读活动的内容、情感交流、言语活动五个维度对母子阅读互动进行了分类,并归纳了各种类型的特点。通过对三个年龄段母子互动状况的比较,笔者总结出图画故事书阅读中母子互动的五大发展趋势:母亲的角色由阅读活动的主导者向辅助者过渡;从读图为主的母子互动向读文为主的母子互动过渡;以认物为主的母子互动向以意义理解为主的母子互动过渡,以认字为主的母子互动呈现出上升趋势;由单重言语互动向多重言语互动发展;母亲对幼儿文本认识的指导减少,对幼儿道德认知的指导增多。针对在家庭观察、访谈中发现的问题,笔者提出了改进母亲阅读指导策略,培养幼儿成为独立阅读者的四点教育建议:摆正识字在阅读活动中的位置,用“模式教育法”潜移默化教识字;把阅读兴趣的培养作为重点,一切从幼儿的兴趣出发;合理运用多种提问方式,培养幼儿的阅读策略准备能力;丰富幼儿的口头语言,促进口语与书面语言对应能力的形成。更多还原

【Abstract】 The story picture book conveys the story information through the characters andpictures. As the Starting point of reading for the preschool children, the story picturebook is the first book in their lives. As the first teacher of children, mother’saccompany in shared reading plays a significant role in children’s languagedevelopment.This thesis, combining the questionnaire with observation and interview, studiedmother-child’s interactivities in the process of the story picture book reading. 120questionnaires were put in three kindergartens in Changchun. Four mother-childdyads for each group of 2~3, 3~4, 4~5.5 selected from 90 returned questionnaireswere audiotaped in their homes. One each of one visits, three different books weregiven to choose.Mother-child’s interaction was classified by different five dimensions, includingwho tell the story, how mother read, main activity of reading, affectivecommunication and verbal communication. Results of observation also revealed thatmothers tended to be assistants of shared reading, mother tended to read the charactersof story picture book , mother tended to instruct children to comprehend the meaningof story, mother tended instruct children which activities are right or wrong, andmother –child’s verbal interaction tended to be complicated.Relying on results above, this thesis made four educational suggestions of how toimprove quality of mother –child interaction in story picture book reading.更多还原