文章摘要
朱笑语,王海静,王志丹.社会经济地位对学前儿童绘本阅读的影响及教育建议[J].陕西学前师范学院学报,2020,36(8):47-52
社会经济地位对学前儿童绘本阅读的影响及教育建议
The Influence of Social-Economic Status on Preschool Children’s Reading ofPicture Books and Its Educational Implications
投稿时间:2020-04-12  修订日期:2020-04-26
DOI:10.11995/j.issn.2095-770X.2020.08.007
中文关键词: 社会经济地位;绘本阅读;学前儿童;语言
英文关键词: social-economic status; picture book reading; preschool children; language
基金项目:江苏省社会科学基金青年项目(18JYC003);江苏师范大学校级大学生创新创业训练计划项目(XSJCX10040)
作者单位
朱笑语,王海静,王志丹 (江苏师范大学教育科学学院,江苏徐州221116) 
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中文摘要:
      绘本阅读对儿童早期认知和语言发展具有重要价值。对234 名儿童家长进行调查,重点探讨社会经济地位对父母绘 本阅读认知和学前儿童的绘本阅读风格是否存在影响以及在哪些方面存在影响。结果发现高、低社会经济地位家长绘本了解 程度、购买绘本的风格和内容方面存在显著差异。此外,高、低社会经济地位儿童绘本讲述、喜欢绘本画风与类型和阅读方式 上存在显著差异。针对不同社会经济地位父母在绘本阅读方面提出了具体的教育建议。
英文摘要:
      The value of picture book reading for preschool children’s cognitive and linguistic development is substantial. This study investigated 234 parents to examine how social-economic status influences the parents’ understanding of picture book reading and preschool children’s reading style of picture book. The results showed that there were significant differences in parents’understanding of picture book reading, the style and content of the picture book which they would like to buy between parents of high social-economic status and low social-economic status. In addition, there were also significant differences in drawing and reading styles of picture books between children from high social-economic and low social-economic families. Some specific suggestions were provided to direct the future picture book reading of parents with different social-economic status.
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