美国儿童早期阅读教学研究
摘要
进入21世纪以来,以美国为代表的发达国家极为重视发展儿童早期阅读教育,这些国家纷纷出台与早期阅读教育相关的法案,制定课程标准与指导,进行大规模的阅读教学实验,掀起了早期阅读教育的浪潮。受这股浪潮的影响,我国幼教界也逐渐重视早期阅读教学,早期阅读教育的理念得到迅速普及和推广,早期阅读教育的相关研究和实践也步入了繁荣时期。
作为早期阅读教育的先行者,美国自《不让一个孩子掉队》法案和《阅读优先》计划的颁布实施距今已经近10年,经过近10年的发展,人们对早期阅读教育重要性的认识达到了历史上前所未有的深度。良好的阅读能力是儿童今后获得学业成就和事业成功的基础,高质量的教学是儿童学会阅读技能的保障,这已是美国全社会的共识。“他山之石,可以攻玉”,美国在早期阅读教学上的探索和实践对我们回答什么是早期阅读,进行早期阅读教学的意义,如何开展早期阅读教学等这些基本问题提供了研究的捷径,也是我国早期阅读教学改革与发展的重要参考和借鉴。本研究的目的是以质化研究的方法对美国儿童早期阅读教学实践进行解释性理解与反思,分析美国儿童早期阅读教学的基本特点,并对我国的早期阅读提出改进建议。
本研究共分为三部分：
第一部分为基本理论研究,共三章。主要阐述研究的问题和方法,分析美国早期阅读教学的理论基础等。
第一章引言,主要介绍研究的目的、意义和价值,回顾国内外早期阅读教学的相关研究,并对基本概念进行解释。
第二章阐述研究的问题,确定研究的基本思路、框架和方法。
第三章梳理了美国早期阅读教学理念的发展脉络,分析了阅读教学的理论基础。
第二部分为康州大哈特福德地区的个案研究,共五章。该部分从早期阅读基本技能的教学实践和相关影响因素两个维度考察了美国早期阅读教学的实施情况,从整体上展示早期阅读教学的现状。
在第四章中,研究者阐明了识词技能是儿童阅读能力发展的基础,并从印刷品的基本概念、字母—声音及拼写—声音意识、语音和音位意识、字母原理四个方面考察了识词技能的教学。
在第五章中,研究者分析了流畅性对阅读能力发展的影响,并着重从视觉词汇、朗读练习等方面考察阅读流畅教学。
在第六章中,研究者着重研究了儿童的词汇习得过程,以及教师运用名字、语境、重复、直接教授、创设情境等词汇教学的情况。
在第七章中,研究者分析和探讨了阅读理解的过程和层次,并主要从提问、理解监控、图像组织与想像、广泛阅读等方面对阅读理解策略教学进行了考察。
在第八章中,研究者梳理了影响阅读教学的重要因素,并对这些因素如写作、家园合作、测评等进行了探讨。
第三部分是结论和启示。通过考察分析美国早期阅读教学的主要特点并对我国早期阅读教学提出建议。
Entering the 21st century, developed countries', represented foremost by America, initiated a movement of attaching great importance to developing the early reading education. These countries pushed early reading development to the forefront by enacting laws related to early reading education, raising curriculum standards and guidance, and conducting a great many early reading experiments. Influenced by this movement, our country also started to attach great importance to early reading teaching and the early reading philosophy promptly spread and became popular. Additionally, research and practice related to early reading education became prosperous.
It has been almost ten years since America issued and carried out the "No Childhood Left behind Act" and the "Reading First" program. Through almost ten years of development, America as the forerunner of early reading education, has achieved unprecedented understanding about the significance of early reading education. Good reading ability is the basis of children's future academic achievement and career success. High quality teaching can ensure the children's reading skills. This has become common sense in American society. "By other's faults, wise men correct their own." America's exploration and practice of early reading, teaching provides us a research shortcut to address what early reading should look like, the importance of early reading teaching, how to teach early reading and also gives us important references. for our country's early reading teaching reform and development. The purpose of this research is to explain and understand early childhood reading teaching practice in America using the qualitative research methods, and then offers some suggestions by reflecting and analyzing its basic characteristics to help improve our country's early reading teaching practice.
The dissertation is divided into three parts:
Part one includes three chapters and lays out the research of basic theory. It sets forth the research questions, methods, and the theoretical foundations of American early childhood reading education.
Chapter one, the introduction, mainly expounds the purpose, significance and value of the research, reviews relative studies of early reading, both domestic and overseas, and explains the basic conception of the study.
Chapter two describes the research questions and lays out the basic train of thought, framework, and methods of the research.
Chapter three clarifies the developmental philosophy of American early childhood reading teaching and analyzes its theoretical foundations.
Part two is a case study of the greater Hartford area in State of Connecticut. It includes five chapters which present the status of early reading teaching by investigating American early reading teaching practice through two dimensions: basic reading skills teaching practice and the factors that influence teaching it.
In chapter four, the author explains that word-identification skill is the foundation of early childhood reading competence; he investigates word-identification skill instruction in its four aspects:basic print concepts phonological and phonemic awareness, letter-sound and spell-sound knowledge, and understanding of the alphabetic principle.
In chapter five, the author analyzes the influences of fluency on reading development and investigates the reading fluency instruction by the aspects of sight-word and reading aloud practice etc.
In chapter six, the author mainly studies the vocabulary acquisition process and how teachers facilitate the development of children's vocabulary by name, language context, repetition, direct instruction and context of creation etc.
In chapter seven, the author analyzes and discusses reading teaching process and level, and then surveys the reading comprehension strategies including the use of questions, comprehension monitoring, graphic organizers and imagination, and extensive reading.
In chapter eight, the author clarifies the important factors which influence reading teaching; he also discusses these factors:writing, collaboration between school and family, assessment etc.
Part three includes the conclusion and highlights. It analyzes the main characteristics of American early childhood reading teaching and offers some suggestions for our country's early reading teaching.
作为早期阅读教育的先行者,美国自《不让一个孩子掉队》法案和《阅读优先》计划的颁布实施距今已经近10年,经过近10年的发展,人们对早期阅读教育重要性的认识达到了历史上前所未有的深度。良好的阅读能力是儿童今后获得学业成就和事业成功的基础,高质量的教学是儿童学会阅读技能的保障,这已是美国全社会的共识。“他山之石,可以攻玉”,美国在早期阅读教学上的探索和实践对我们回答什么是早期阅读,进行早期阅读教学的意义,如何开展早期阅读教学等这些基本问题提供了研究的捷径,也是我国早期阅读教学改革与发展的重要参考和借鉴。本研究的目的是以质化研究的方法对美国儿童早期阅读教学实践进行解释性理解与反思,分析美国儿童早期阅读教学的基本特点,并对我国的早期阅读提出改进建议。
本研究共分为三部分：
第一部分为基本理论研究,共三章。主要阐述研究的问题和方法,分析美国早期阅读教学的理论基础等。
第一章引言,主要介绍研究的目的、意义和价值,回顾国内外早期阅读教学的相关研究,并对基本概念进行解释。
第二章阐述研究的问题,确定研究的基本思路、框架和方法。
第三章梳理了美国早期阅读教学理念的发展脉络,分析了阅读教学的理论基础。
第二部分为康州大哈特福德地区的个案研究,共五章。该部分从早期阅读基本技能的教学实践和相关影响因素两个维度考察了美国早期阅读教学的实施情况,从整体上展示早期阅读教学的现状。
在第四章中,研究者阐明了识词技能是儿童阅读能力发展的基础,并从印刷品的基本概念、字母—声音及拼写—声音意识、语音和音位意识、字母原理四个方面考察了识词技能的教学。
在第五章中,研究者分析了流畅性对阅读能力发展的影响,并着重从视觉词汇、朗读练习等方面考察阅读流畅教学。
在第六章中,研究者着重研究了儿童的词汇习得过程,以及教师运用名字、语境、重复、直接教授、创设情境等词汇教学的情况。
在第七章中,研究者分析和探讨了阅读理解的过程和层次,并主要从提问、理解监控、图像组织与想像、广泛阅读等方面对阅读理解策略教学进行了考察。
在第八章中,研究者梳理了影响阅读教学的重要因素,并对这些因素如写作、家园合作、测评等进行了探讨。
第三部分是结论和启示。通过考察分析美国早期阅读教学的主要特点并对我国早期阅读教学提出建议。
Entering the 21st century, developed countries', represented foremost by America, initiated a movement of attaching great importance to developing the early reading education. These countries pushed early reading development to the forefront by enacting laws related to early reading education, raising curriculum standards and guidance, and conducting a great many early reading experiments. Influenced by this movement, our country also started to attach great importance to early reading teaching and the early reading philosophy promptly spread and became popular. Additionally, research and practice related to early reading education became prosperous.
It has been almost ten years since America issued and carried out the "No Childhood Left behind Act" and the "Reading First" program. Through almost ten years of development, America as the forerunner of early reading education, has achieved unprecedented understanding about the significance of early reading education. Good reading ability is the basis of children's future academic achievement and career success. High quality teaching can ensure the children's reading skills. This has become common sense in American society. "By other's faults, wise men correct their own." America's exploration and practice of early reading, teaching provides us a research shortcut to address what early reading should look like, the importance of early reading teaching, how to teach early reading and also gives us important references. for our country's early reading teaching reform and development. The purpose of this research is to explain and understand early childhood reading teaching practice in America using the qualitative research methods, and then offers some suggestions by reflecting and analyzing its basic characteristics to help improve our country's early reading teaching practice.
The dissertation is divided into three parts:
Part one includes three chapters and lays out the research of basic theory. It sets forth the research questions, methods, and the theoretical foundations of American early childhood reading education.
Chapter one, the introduction, mainly expounds the purpose, significance and value of the research, reviews relative studies of early reading, both domestic and overseas, and explains the basic conception of the study.
Chapter two describes the research questions and lays out the basic train of thought, framework, and methods of the research.
Chapter three clarifies the developmental philosophy of American early childhood reading teaching and analyzes its theoretical foundations.
Part two is a case study of the greater Hartford area in State of Connecticut. It includes five chapters which present the status of early reading teaching by investigating American early reading teaching practice through two dimensions: basic reading skills teaching practice and the factors that influence teaching it.
In chapter four, the author explains that word-identification skill is the foundation of early childhood reading competence; he investigates word-identification skill instruction in its four aspects:basic print concepts phonological and phonemic awareness, letter-sound and spell-sound knowledge, and understanding of the alphabetic principle.
In chapter five, the author analyzes the influences of fluency on reading development and investigates the reading fluency instruction by the aspects of sight-word and reading aloud practice etc.
In chapter six, the author mainly studies the vocabulary acquisition process and how teachers facilitate the development of children's vocabulary by name, language context, repetition, direct instruction and context of creation etc.
In chapter seven, the author analyzes and discusses reading teaching process and level, and then surveys the reading comprehension strategies including the use of questions, comprehension monitoring, graphic organizers and imagination, and extensive reading.
In chapter eight, the author clarifies the important factors which influence reading teaching; he also discusses these factors:writing, collaboration between school and family, assessment etc.
Part three includes the conclusion and highlights. It analyzes the main characteristics of American early childhood reading teaching and offers some suggestions for our country's early reading teaching.
引文
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