發(fā)布時間：2018-05-18 07:09

  本文選題：農(nóng)村 + 學(xué)前幼兒��； 參考：《魯東大學(xué)》2016年碩士論文

【摘要】：讀寫萌發(fā)的觀點認為,讀寫是一個兒童自己主動參與并建構(gòu)的持續(xù)萌發(fā)過程,幼兒其實從出生開始就已在環(huán)境中潛移默化的學(xué)習(xí)。漢字是世界上唯一延續(xù)發(fā)展下來的表意文字,具有極強的圖形化特征,簡而言之,漢字又可以稱得上是一種二維平面空間圖形。那么幼兒以漢字學(xué)習(xí)為內(nèi)容的讀寫萌發(fā)和空間認知能力是否具有相關(guān);二者關(guān)系如何;各自又具有怎樣的發(fā)展規(guī)律。本研究旨在研究3-6歲農(nóng)村學(xué)前幼兒讀寫和漢字空間認知發(fā)展及其相關(guān)研究。被試從安徽肥西縣上派鎮(zhèn)郊區(qū)的某兩所農(nóng)村幼兒園中選取。而以往讀寫萌發(fā)相關(guān)研究的被試幾乎全都選自城市。國內(nèi)讀寫萌發(fā)在農(nóng)村幼兒教育與研究方面有待提高重視。第一部分讀寫萌發(fā)的測查工具是由日本的內(nèi)田申子教授主持中國和日本兩國一起合作編制的,主要是從文字閱讀和臨摹字卡兩方面來考察幼兒讀寫萌發(fā)。第二部分空間認知能力測驗通過幼兒動手操作,根據(jù)加拿大教育家John Del Grande對空間認知的劃分編制的,在林泳海(2005)對3-6歲兒童空間認知能力的發(fā)展研究中引用。從空間位置感知能力、眼與動作協(xié)調(diào)能力、知覺恒常能力、空間關(guān)系感知能力、背景圖形知識能力、視覺分辨能力和記憶能力,七個方面考察幼兒空間認知能力發(fā)展狀況。由于測讀寫能力測驗中臨摹“-”、“�b”、“○”、“太”、“朵”沒有對漢字的不同結(jié)構(gòu)進行細分,所以進行第三部分漢字結(jié)構(gòu)書寫測驗,并根據(jù)中國漢字結(jié)構(gòu)和使用頻率找出不同結(jié)構(gòu)的42個漢字讓小、中、大班臨摹,從而分析農(nóng)村學(xué)前幼兒不同結(jié)構(gòu)漢字書寫臨摹特點與空間認知的關(guān)系。本研究考察了3-6歲農(nóng)村學(xué)前幼兒讀寫萌發(fā)的特點;通過作品分析法和描述統(tǒng)計法考察幼兒讀寫萌發(fā)中,不同結(jié)構(gòu)漢字表現(xiàn)出的空間認知特性。研究結(jié)果表明:(1)不同年齡的農(nóng)村學(xué)前幼兒讀寫萌發(fā)和七項空間認知任務(wù)皆具有顯著的差異;小班幼兒無論是讀寫還是空間認知能力大多處于發(fā)展的較低水平,小班幼兒寫字臨摹多處于亂畫階段,空間認知中眼與動作協(xié)調(diào)任務(wù)完成度幾乎為零;中班有所發(fā)展但水平依舊較低,臨摹漢字經(jīng)常出現(xiàn)筆形錯誤,筆畫的不當配合等情況,空間任務(wù)完成出錯率較高;大班讀寫和空間認知發(fā)展較為迅速,讀寫和空間認知都呈現(xiàn)較規(guī)范狀態(tài)。(2)讀寫測驗中的幼兒讀和寫具有顯著相關(guān)。文字閱讀成績高的幼兒,臨摹成績也較高。(3)七項空間認知能力中每一項空間認知能力都與讀寫萌發(fā)中讀寫都存在較強相關(guān)。(4)通過作品分析,幼兒臨摹書寫也有顯著的年齡差異。小班幼兒臨摹幾乎通過點或者線條亂畫,分不清字形也無結(jié)構(gòu),或者直接拒絕照著字卡畫出字形,但有少數(shù)小班幼兒能臨摹出幾個獨體字;中班幼兒大部分愿意并認真臨摹,獨體字和上下結(jié)構(gòu)字臨摹較好,全包圍字大多是畫個圓圈或者方形表示;大班幼兒能較好臨摹所有漢字,但在部件空間分配上做的不太理想。(5)本研究以漢語的獨特性來研究農(nóng)村學(xué)前幼兒讀寫萌發(fā)與空間認知的相關(guān),從空間認知的角度來進一步證實引導(dǎo)幼兒讀寫能力發(fā)展的重要性,并通過實地調(diào)研給出切合實際符合幼兒其認知發(fā)展規(guī)律的讀寫建議。
[Abstract]:Reading and writing view that reading and writing is a child's own active participation and construction of the continuous germination process, children in fact from the beginning of the birth has been in the environment imperceptibly learning. The Chinese character is the only continuation of the development of the ideographic characters in the world, with very strong graphical characteristics, in short, Chinese characters can be considered as one. This study aims to study the spatial cognitive development of reading and writing and Chinese characters of 3-6 year old preschool children and their related research. The study was conducted from the Feixi County of Anhui, Anhui. Some of the two Rural Kindergartens in the suburb of the town were selected. While the previous studies on the study of the germination were almost all selected from the cities. The first part of the domestic reading and writing needs to be paid more attention to the rural preschool education and research. The first part of the reading and writing survey tool was conducted by Professor Uchida Shenko in Japan together with Japan and Japan. The study was made mainly from two aspects of text reading and copying card. The second part of the spatial cognitive ability test, which was compiled by the Canadian educator John Del Grande, was quoted by Lin Yonghai (2005) for the development of spatial cognitive ability of 3-6 year old children. From spatial location perception, eye to action coordination, perceptual constancy, spatial relationship perception, background graphic knowledge, visual discrimination and memory ability, the development of children's spatial cognitive ability is examined in seven aspects. The different structure of Chinese characters is subdivided, so third parts of the Chinese character writing test are carried out, and 42 Chinese characters with different structures are found according to the structure of Chinese characters and the frequency of use. The relationship between the characters of the different structure of Chinese characters and the spatial cognition of the different structure of the preschool children is analyzed. This study examines the age of 3-6 years. The characteristics of the reading and writing of preschool children in rural areas were observed, and the spatial cognitive characteristics of different Chinese characters were investigated through the analysis of works and descriptive statistics. The results showed that: (1) there were significant differences in the reading and writing of preschool children in different ages and in the seven spatial cognitive tasks of the preschool children in different ages. The writing or spatial cognition is mostly at the lower level of development. The small class children are mostly in the stage of chaotic painting, and the completion degree of the coordination task of eye and action is almost zero in space cognition; the middle class has developed but the level is still low. The rate of error was higher, the development of reading and writing and spatial cognition were more rapid, and both reading and writing and spatial cognition were more standard. (2) there was a significant correlation between reading and writing in the reading and writing test. The children with high reading and writing were also higher in copy achievement. (3) every spatial cognitive ability in seven spatial cognitive abilities and reading and writing were read and written. There is a strong correlation. (4) through the analysis of the works, children copy writing also has a significant age difference. Small class children copy almost through point or line drawing, can not clear the shape or structure, or directly refuses to follow the character card to draw the font, but a few small class children can copy several individual characters; middle class children are most willing to recognize and recognize. True copy, the single character and the upper and lower structure word copy better, the full encircling word is mostly a circle or square representation; the big class children can better copy all Chinese characters, but in the part space distribution do not be ideal. (5) this study is based on the uniqueness of Chinese to study the relationship between the reading and writing of preschool children and spatial cognition, from space recognition. The importance of guiding the development of children's reading and writing ability is further confirmed by the knowledge point of view, and the reading and writing recommendations which conform to the law of cognitive development of young children are given through field research.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：B842.1

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