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

本研究于1994年至1995年期间进行了以下研究：1.利用学前儿童阅读教材和小学启蒙阶段的教材，对儿童的阅读环境进行了一次有关阅读课文的调查。结果表明，学前儿童阅读材料的句子结构发展程度较高，句子较长。从结构发展的角度来看，小学一年级的教材可分为三大类：一类是与故事相似的教材，一类是问答型教材，一类是列举事实型教材。本文对小学二、四年级儿童阅读短文的理解过程进行了分析。（1）小学二年级儿童在阅读课文时，会试图像阅读故事一样阅读课文，从而产生误解，而小学四年级儿童在阅读课文时， ...更多信息 可以阅读的成熟，因为他们是，沿着目标的临时文本。(2)导致儿童误解的因素主要是课文内容（句子）与儿童已有知识的差异，而不是强调的课程指导。(3)因此，在编写教材时，不应只强调课程，而应重视儿童临时文本结构的形成。3.对一、四年级儿童进行了调查，探讨了儿童临时文本结构的发展与教材结构发展的相互关系。作为对三种不同类型教材的调查结果，澄清了由问题和答案组成的临时笔记在小学的起始阶段比故事型临时文本更容易理解。然而，随着小学四年级儿童阅读理解能力的进一步发展，他们的阅读理解能力与阅读理解能力的结构发展之间的关系变得越来越不密切。根据上述1至3的结果，编写了试验性的临时教学材料，以便在启动期和临时教材大纲制定到一定程度的阶段应用。少

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