【作者】 李洁；

【导师】 李晓华； 安慧霞；

【作者基本信息】 山西大学 ， 教育硕士（专业学位）， 2025， 硕士

【摘要】 对于幼儿而言,阅读是帮助他们认识世界,形成对人生和未来的基本态度与价值观的主要路径。其中,无字图画书作为绘本中的明珠,尤其适合幼儿阅读。在阅读活动中,教师应以幼儿为主体,对其阅读行为进行细致的观察与分析。这要求教师充分关注幼儿在阅读过程中的反应,从而准确判断他们的兴趣点与疑惑点,了解他们关注的内容以及尚未理解的部分。基于幼儿的阅读兴趣和阅读水平,教师能够为其提供更适宜的阅读支持。然而,通过梳理文献发现,目前针对幼儿对无字图画书的阅读反应研究较为匮乏,我们对幼儿在阅读无字图画书图时可能呈现的具体阅读反应知之甚少。因此,本研究旨在从经验判断阶段迈向更专业、严谨的研究层面,通过系统收集幼儿阅读无字图画书时的反应,进行整理与分析。一方面,这将丰富幼儿阅读无字图画书的相关研究;更一方面,也为教师和家长更好地指导幼儿阅读无字图画书提供依据,从而促进幼儿阅读能力的提升。研究者以安阳市某幼儿园大班幼儿为研究对象,选取《会飞的帽子》《不可思议的旅程》和《蛋糕哪儿去了》三本无字图画书作为研究材料,采用观察法和访谈法相结合的方式开展了研究。该研究先请幼儿自主阅读图画书并口述故事内容,随后研究者基于幼儿的讲述进行了深入访谈。本研究通过对幼儿在无字图画书阅读过程中讲述的故事及访谈记录进行转录与编码,深入分析了幼儿对无字图画书的阅读反应。研究发现:第一,幼儿对无字设计并不在意,且对阅读无字图画书表现出较高的积极性;第二,幼儿不能够独立理解故事主题。第三,幼儿倾向于以导演视角解读故事情节,其表达充满个人色彩与多元性;第四,幼儿对角色的喜好具有多元性,并不局限于主角,他们更容易关注角色外显的动作,而对角色的情绪与心理状态解读能力较弱;第五,幼儿能够关注到故事的背景,但对场景元素的关注度高于对天气和季节元素的关注。基于大班幼儿对无字图画书的阅读反应特点,本研究从教师指导、家长支持以及无字图画书的选择层面提出了相应的建议,同时指出了本研究的局限,并为后续研究提供了方向与参考。更多还原

【Abstract】 For young children,reading is the main pathway to help them understand the world and form basic attitudes and values about life and the future.As the jewel of picture books,wordless picture books are especially suitable for young children to read.In reading activities,teachers should take young children as the main body and observe and analyze their reading behaviors in detail.This requires teachers to pay full attention to children’s reactions during the reading process,so as to accurately determine their points of interest and doubts,and to understand what they are concerned about and what they have not yet understood.Based on children’s reading interests and reading levels,teachers can provide more appropriate reading support for them.However,through combing through the literature,we found that there is a lack of research on young children’s reading responses to wordless picture books,and we know little about the specific reading responses that young children may exhibit when reading wordless picture books.Therefore,this study aims to move from the stage of empirical judgment to a more professional and rigorous level of research by systematically collecting children’s responses to reading wordless picture books,and then organizing and analyzing them.On the one hand,this will enrich the research on children’s reading of wordless picture books;on the other hand,it will provide a basis for teachers and parents to better guide children to read wordless picture books,thus promoting the improvement of children’s reading ability.In this study,the observation and interview methods were mainly used to select the children in the first class of a kindergarten in Anyang City,and three wordless picture books,The Hat That Can Fly,The Incredible Journey,and Where Did the Cake Go,were used as the research materials.In the research process,the children were first asked to read the picture books on their own,and then they were asked to narrate the stories orally,on the basis of which the researcher conducted interviews with the children.By transcribing and coding the stories and interviews told by the young children during the reading of wordless picture books,the young children’s reading responses to wordless picture books were analyzed in depth.The study used qualitative research methods and came up with the following main conclusions:first,young children did not care about the wordless design and showed high motivation to read wordless picture books;second,young children were able to comprehend the theme of the story in an independent manner.Third,children tend to interpret the storyline from a director’s perspective,and their expressions are full of personal color and diversity;fourth,children’s preferences for characters are diversified and not limited to the protagonist,and they are more likely to pay attention to the outward actions of the characters,while they are weaker in interpreting the characters’emotions and psychological states;fifth,children are able to pay attention to the background of the story,but they pay more attention to the elements of the scene than the elements of the weather and the seasons.Attention.Based on the characteristics of older children’s reading responses to wordless picture books,this study puts forward corresponding suggestions at the levels of teacher guidance,parent support,and selection of wordless picture books,and at the same time points out the limitations of this study and provides directions and references for subsequent research.更多还原