發(fā)布時(shí)間：2018-01-16 17:39

  本文關(guān)鍵詞：圖畫書重復(fù)閱讀對(duì)4-5歲幼兒附帶詞匯習(xí)得影響的眼動(dòng)研究　出處：《天津師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 重復(fù)閱讀 附帶詞匯習(xí)得 眼動(dòng)

【摘要】：重復(fù)閱讀指的是采用有聲伴讀的閱讀方式,使幼兒對(duì)一本圖畫書進(jìn)行多次閱讀。重復(fù)閱讀對(duì)幼兒的閱讀流暢性、詞匯發(fā)展及故事理解等方面都具有積極的促進(jìn)作用。而圖畫書的主要特點(diǎn)是既有圖畫又有文字,是受到幼兒喜愛的閱讀材料。幼兒在重復(fù)閱讀中是否能夠有效附帶習(xí)得圖畫書中的詞匯,是本研究的重點(diǎn)所在。與此同時(shí),幼兒在重復(fù)閱讀圖畫書時(shí)存在著怎樣的注視規(guī)律和注視模式,有待于我們通過更加精確客觀的測量去進(jìn)行探討。本研究使用Tobii T120型眼動(dòng)儀,選取天津市某幼兒園中班的21名幼兒為實(shí)驗(yàn)對(duì)象,采用實(shí)驗(yàn)法考察圖畫書重復(fù)閱讀對(duì)4-5歲幼兒附帶詞匯習(xí)得的影響,并采用了 2×3兩因素重復(fù)測量方差分析,進(jìn)一步客觀揭示了 4-5歲中班幼兒重復(fù)閱讀中的圖文注視模式。本研究主要探討了三個(gè)方面的問題,通過幼兒附帶詞匯習(xí)得前后測得分變化分析幼兒經(jīng)過重復(fù)閱讀后其附帶詞匯習(xí)得情況,通過分析幼兒在三次重復(fù)閱讀中的相關(guān)眼動(dòng)參數(shù)得出幼兒重復(fù)閱讀中的圖文注視模式,通過相關(guān)分析揭示了幼兒眼動(dòng)指標(biāo)與幼兒附帶詞匯習(xí)得之間的關(guān)系。研究結(jié)果發(fā)現(xiàn):1、經(jīng)過重復(fù)閱讀,幼兒能夠附帶習(xí)得圖畫書中的目標(biāo)詞匯,尤其是在圖片——詞匯指認(rèn)任務(wù)上的得分有了顯著提高。2、經(jīng)過重復(fù)閱讀,幼兒仍以關(guān)注圖畫為主,但對(duì)文字的關(guān)注有了顯著提高。3、幼兒附帶詞匯習(xí)得得分與其在文字區(qū)的各眼動(dòng)指標(biāo)之間存在顯著相關(guān)關(guān)系。針對(duì)以上結(jié)論,本研究提出如下建議:1、樹立起重視重復(fù)閱讀的觀念2、為幼兒提供重復(fù)閱讀的環(huán)境和條件3、親子/師幼重復(fù)閱讀,促進(jìn)幼兒詞匯發(fā)展
[Abstract]:Repeated reading refers to the use of sound in his way of reading, so that children of a picture book to read many times. Repeat reading fluency of children, has a positive role in promoting the development of vocabulary and story understanding. And the main features of the picture book is both pictures and text, is the child's favorite the reading materials are. Whether children can be effective incidental vocabulary in picture books in repeated reading, is the focus of this study. At the same time, there are children watching how laws and fixation model in repeated reading picture books, we need to be more precise by measuring the objective to explore the application of Tobii. T120 eye tracker, 21 children from Tianjin kingdergarten as experimental object, study the picture book repeated reading effect on children aged 4-5 years in incidental vocabulary acquisition by using the method of experiment, and The 2 * 3 two way ANOVA, further reveals 4-5 years old infant repeated reading of the graphic fixation model. This research mainly discusses three aspects of the problem, through the analysis of children's children with repeated reading after reading the incidental vocabulary acquisition of vocabulary acquisition test score changes before and after, through the analysis of related children eye movement parameters in three repeated reading the children repeated reading of the graphic watching mode, through the correlation analysis revealed that children and children with eye movement index relationship between vocabulary acquisition. The research results are: 1, after repeated reading, children can incidental picture books in the target vocabulary, especially has significantly improved.2 in the picture - Vocabulary identify task scores, after repeated reading, children are mainly concerned on the wording of the picture, but attention has significantly improved.3, David There was a significant relationship between the children and scores of incidental vocabulary acquisition in the text area of the eye movement index. According to the above conclusions, this study proposes the following: 1, to establish the concept of 2 valued repeated reading, repeated reading provide the environment and conditions for 3 children, parent-child / teacher child re reading, to promote children's vocabulary development

【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G613.2

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本文編號(hào)：1434164