| 季鑫璐，金芳，贾春悦，王雨菲.具身绘本教学促进中班幼儿阅读理解能力的实验研究[J].陕西学前师范学院学报,2024,40(2):12-19 |
| 具身绘本教学促进中班幼儿阅读理解能力的实验研究 |
| An Experimental Study of the Effect of Embodied Picture Book Teaching on Kindergarten Year 2 Children’s Reading Comprehension Ability |
| 投稿时间：2023-12-05 修订日期：2023-12-20 |
| DOI：10. 11995/j. issn. 2095-770X. 2024. 02. 002 |
| 中文关键词: 具身认知 绘本教学 中班幼儿 阅读理解 |
| 英文关键词: embodied cognition picture book teaching children of Kindergarten Year 2 reading comprehension |
| 基金项目:辽宁省教育厅基本科研项目(JYTMS20231677) |
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| 中文摘要: |
| 具身绘本教学强调幼儿身体的参与、教学情境的创设以及各要素之间的交互作用，为当前幼儿园绘本教学中存在的问题提供了解决的突破口。以沈阳市某幼儿园实验班与对照班共44名中班幼儿为研究对象，实验班采用具身绘本教学，对照班采用常规绘本教学方法，开展为期10周共10次的教育实验活动，旨在探索具身绘本教学对幼儿阅读理解能力的影响效果。研究表明：实验后实验班幼儿的显性信息理解能力和隐性信息理解能力相比于对照班幼儿得到了更显著的提升，相比于传统的绘本教学方法，具身绘本教学更有助于中班幼儿阅读理解能力的发展。 |
| 英文摘要: |
| Embodied picture book teaching emphasizes the participation of children’s bodies， the creation of teaching situations and the interaction between various elements， which provides a breakthrough for the current problems in picture book teaching in kindergartens. A total of 44 children of Kindergarten Year 2 in the experimental class and the control class of a kindergarten in Shenyang were taken as the research objects. The experimental class adopted embodied picture book teaching， while the control class adopted the conventional picture book teaching method to carry out ten educational experiment activities for ten weeks， aiming to explore the effect of embodied picture book teaching on children’s reading comprehension. The study showed that compared with the traditional picture book teaching method， embodied picture book teaching was more conducive to the development of reading comprehension of children in Kindergarten Year 2， and the comprehension of explicit and implicit information in the experimental class was more significantly improved than that in the control class. |
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