RESEARCH ON CHILDREN'S COGNITION DEVELOPMENT CONCERNING READING OF EXPOSITORY TEXT,AND EXPERIMENTAL TEACHING MATERIAL BASED ON THE FOREGOING

儿童解释性文本阅读的认知发展研究及实验教材

基本信息

批准号：
06680239
负责人：
IWANAGA Masafumi
金额：
$ 1.41万
依托单位：
YAMANASHI UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1994
资助国家：
日本
起止时间：
1994 至 1995
项目状态：
已结题

项目摘要

This study covered the following during 1994 and 1995 :1.Reading materil for pre-school children and teaching material at the start-up period in grade schools were used in a survey which was conducted on the children's reading envioronment in regard to expository texts. It was concluded as a result that the pre-school reading material are of higher development in sentence structure, sentences therein being longer, as compared to those of pre-school children. In sense of structural development, the teaching materials for the 1st grade childrenmay be classified into three categories ; viz ; those 1) possessing similarity with stories, 2) consisting of questions and answers, and 3) enumerate facts.2. Analysis were made of understanding-process of expository texts by the children of 2nd and 4th grades. The following have been clarified : (1) While the 2nd grade children attempt to read the expository texts as they do the stories to result in misunderstanding, the 4th grades children are ca … More pable to read as matured as they are, along objectives of the expository texts. (2) Factors leading children to misunderstand are largely because of difference between contents of the texts (sentences) and the children's existing knowledge, rather than emphasized guidelines of the course of study. (3) To follow-through the foregoing, it should be necessary to emphasize formulation of the children's expository text shema, rather than emphasized course of study, when preparing teaching materials.3.Another survey was made of children in 1st nad 4th grades, for inter-relations between development of children's expository text shema and structural development of teaching materials. As a result of survey for teaching material in three different types, it was clarified that expository notes consisting of questions and answers are better understood at the start-up periods in grade schools more or so than the story-type expository texts. However, as growth of expository text shema advance further for the 4th grade children, their understanding become irrelevant to structural development of expository texts.4. On basis of results of above-mentioned 1 through 3, trial expository teching materials were prepared for application in phases where start-up period and expository text shema are formulated to a certain extent. Less

这项研究涵盖了1994年和1995年期间的以下内容：1。在初创阶段的小学时期的学龄前儿童和教学材料阅读材料中，在一项关于外部文本的儿童阅读环境进行的调查中使用了。结果得出结论是，学龄前阅读材料在句子结构中具有更高的发展，与学龄前儿童相比，其句子更长。在结构发展的意义上，一年级儿童的教材可能分为三类；即这些1）与故事具有相似之处，2）由问题和答案组成，以及3）列举事实。2。分析是对二年级和4年级的孩子们对说明性文本的理解过程的分析。以下内容已经澄清：（1）二年级的孩子试图在做故事时试图阅读说明性文本以造成误解，但孩子们的四年级是……更容易读取，以便读成熟，并遵循说明性文本的目标。（2）导致儿童误解的因素很大程度上是由于文本内容（句子）与儿童现有知识之间的差异，而不是强调研究过程的准则。（3）为了跟进上述内容，必须强调儿童的传言文本shema的公式，而不是在准备教学材料时强调学习过程。3。另一个对儿童的调查是在1年级的一年级中进行的，以进行儿童外部文本Shema和教学材料结构发展之间的关系之间的关系。由于对三种不同类型的教学材料进行调查，因此可以澄清说，在小学的启动期间，由问题和答案组成的外部注释比故事类式的说明性文本更好地理解。但是，随着四年级儿童的说明性文本的增长进一步发展，他们的理解与说明性文本的结构发展无关。4。根据上述1到3的结果，在一定程度上制定了启动期和说明性文本Shema的阶段中，准备了试验说明性技术材料。较少的