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首页> 外文学位 >Scientific discourse in early childhood: Reading aloud and responding to nonfiction in a kindergarten community of learners.
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Scientific discourse in early childhood: Reading aloud and responding to nonfiction in a kindergarten community of learners.

机译：幼儿时期的科学话语：在幼儿园的学习者社区中大声朗读和应对非小说类作品。

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摘要

This qualitative study described the nature of young children's responses to science-related nonfiction books that were read-aloud in an interactive classroom setting. The classroom was a kindergarten community of learners situated in a suburban elementary school. Discourse data for this sociocultural teacher research project were gathered through a reflection journal, audio- and videotapes of read-aloud and small group writing sessions, and text analysis of eight selected nonfiction books.; Analysis of these data made use of three interrelated perspectives: (a) a view of science as a particular discourse community and of the classroom as a particular community-institutional setting, (b) a view of the face-to-face interactions of students and their responses to works of nonfiction, and (c) a view of the response profiles of three focal students. This triangulated analysis of the discourse data revealed a classroom culture in which purposes for activities, language modes, and curricular areas blended together through day-to-day activities and routines. Analysis also revealed that students responded to several features of the readaloud text and context, particularly the pictures in the books and the verbal contributions of other students.; Additionally, the text and context evoked 10 different response types through which the students co-constructed the activity of the read-aloud as a collaborative meaning-making endeavor and connected books to their prior personal and shared experiences. Together, the categories embodied the nature of the students' response to nonfiction and reflected a classroom scientific discourse. The response types and the text-context features that elicited them occurred in the response profiles of the three focal students in different combinations and to varying degrees.; The study of the particular kindergarten community of learners led to insights about the dialogic relationship of children's ideas and the ideas represented in the words and pictures in the nonfiction literature selections. The nonfiction books in this case mediated the intermingling of scientific and everyday concepts and contributed to the construction of a classroom discourse of science. Through reading aloud and responding to nonfiction, teachers may support their young students in participating in the social and cultural practice of science in early childhood and later in life.
机译：这项定性研究描述了幼儿对与科学相关的非小说类书籍的反应的本质，这些书籍在交互式教室中被大量阅读。教室是位于郊区小学的幼儿园学习者社区。该社会文化教师研究项目的话语数据是通过反思杂志，朗读和小组写作会议的录音带和录像带以及对八本精选的非小说类书籍的文本分析来收集的。对这些数据的分析使用了三个相互关联的观点：（a）将科学视为特定的话语社区，将教室视为特定的社区-机构环境，（b）对学生进行面对面互动的观点以及他们对非小说作品的回应，以及（c）三个重点学生的回应概况。这种对话语数据的三角分析揭示了一种课堂文化，通过日常活动和日常活动，活动目的，语言模式和课程领域融合在一起。分析还显示，学生对阅读的文本和上下文的一些特征做出了反应，特别是书中的图片和其他学生的口头贡献。此外，文本和上下文激发了10种不同的响应类型，学生通过这些响应类型共同构建朗读活动，作为一种协作的意义创造活动，并将书籍与他们以前的个人和共享的经历联系起来。这些类别共同体现了学生对非小说类作品的反应性质，并反映了课堂科学话语。答案类型和引起它们的文本上下文特征出现在三个焦点学生的答案档案中，它们的组合方式不同，程度不同。通过对特定的幼儿园学习者社区的研究，得出了有关儿童观念与非小说文学作品中的文字和图片所代表的观念之间的对话关系的见解。在这种情况下，非小说类书籍介导了科学观念与日常观念的融合，并为建构科学的课堂话语做出了贡献。通过大声朗读和应对非小说类作品，教师可以支持他们的小学生在幼儿时期和以后的生活中参与科学的社会和文化实践。

著录项

  • 作者

    Sanchez, Erin M.;

  • 作者单位

    The Ohio State University.;

  • 授予单位 The Ohio State University.;
  • 学科 Education Curriculum and Instruction.; Education Early Childhood.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 293 p.
  • 总页数 293
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;学前教育、幼儿教育;
  • 关键词

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