文献类型：期刊文献

中文题名：具身认知策略对幼儿阅读理解能力的影响:索引假说的检验

英文题名：Embodied Cognitive Strategy's Influence on Preschool Children's Reading Comprehension:Examination on Index Hypothesis

作者：徐慧艳[1,2];陈巍[1,2];高奇扬[1,2]

机构：[1]浙江绍兴文理学院教师教育学院,绍兴312000;[2]浙江绍兴文理学院社会行为与发展科学研究中心,绍兴312000

年份：2018

卷号：0

期号：5

起止页码：28

中文期刊名：学前教育研究

外文期刊名：Studies in Early Childhood Education

收录：CSTPCD、、国家哲学社会科学学术期刊数据库、北大核心2017、CSSCI2017_2018、北大核心、CSSCI

基金：教育部人文社会科学规划基金青年项目"幼儿阅读理解的具身认知基础及其教育应用研究"(编号:17YJC880111);浙江省哲学社会科学规划课题"具身认知视野下4~6岁幼儿的阅读理解能力"(编号:16NDJC119YB)

语种：中文

中文关键词：阅读理解;索引假说;具身认知策略

外文关键词：reading comprehension, index hypothesis, embodied cognitive strategy

中文摘要：阅读理解是幼儿早期读写能力发展的重要内容,是其语言领域学习的重要目标。具身认知理论提出"索引假说",对语言理解的过程进行了具身化的解释,认为儿童需要通过索引、提取功能承受性和整合的过程才能理解符号语言。本研究采用3(年龄)×3(策略)的被试间实验设计考察具身认知策略对幼儿阅读理解能力的影响,结果表明具身认知策略对4～5岁幼儿和阅读的理解层面表现出一定的优势,视觉线索策略在阅读的记忆层面表现出显著优势,口语理解策略效果最差。这部分验证了索引假说的合理性,并进一步给出了其适用范围。成人应根据幼儿年龄与阅读目标选择适宜的阅读策略,帮助幼儿实现对语言符号的意义建构。

外文摘要：Preschool children＇ s reading comprehension is a core experience in the early reading and writing ability as well as a sub goal of language learning. Embodied puts forward the index hypothesis which explains the process of language comprehension aevelopment oI cognition theory in an embodied way. It is believed that simulating sentence content makes symbolic language meaningful. This research used between-group design of 3 （age） × 3 （strategy） to see embodied cognitive strategy＇s influence on preschool children＇ s reading comprehension. The results showed that the embodied cognitive strategy had a certain advantage on 4～5-year-old children and understanding, visual cues strategy had a significant effect on remembering and the effect of oral presentation strategy was worst. It partially verifies the rationality of the index hypothesis and further gives its application scope. Children should choose appropriate strategies according to the age and reading purpose and then realize the meaning construction.