摘要
以300名低年级小学生为研究对象,通过为期一年的教学实验研究,探讨了不同形式的分享阅读教学对儿童字词学习和阅读动机的影响。结果发现:大书是分享阅读不可缺少的重要组成部分。文字大书最有利于学生字词知识的获得,没有大书的分享阅读组学生的字词测验成绩最差;彩图大书能最有效地激发学生的阅读动机,独立阅读组儿童的动机水平最低。
Based on an one-year instructional experiments on 300 lower-grade primary school students,the study investigated the long-term effects of different shared book reading programs on Chinese children＇s character learning and reading motivation.The results are as following： big books were indispensable to shared book reading;big books with Chinese characters were beneficial to children＇s character knowledge acquisition;the performance of shared book reading group without big books was the worst;the big books with colorful pictures were the most effective way to activate children＇s reading motivation;and the level of reading motivation of children under independent reading condition was the lowest.
出处
《教育学报》
CSSCI
北大核心
2010年第5期89-95,共7页
Journal of Educational Studies
基金
北京市教委重点实验室规划项目之一
关键词
分享阅读
伴随学习
阅读动机
shared book reading
incidental learning
reading motivation
