幼儿园儿童在几乎没有文字的图书中谈论插图技巧
1Faculty of Education, Department of Curriculum and Instruction, University of Victoria, Box 1700 STN CSC, V8W 2Y2 Victoria, BC Canada.
概括
儿童通过专注于视觉艺术,设计和布局,学会从没有文字的图书中创造意义. 成人指导增强了这种理解,突出了这些书的美学和互动潜力.
科学领域:
- 儿童文学 儿童文学
- 视觉识字能力 视觉识字能力
- 教育心理学教育心理学
背景情况:
- 没有文字和几乎没有文字的图书为幼儿提供了独特的识字体验.
- 视觉元素在这些书中的意义创造中的作用需要进一步调查.
- 将艺术分析纳入早期识字教学可以加深理解.
研究的目的:
- 调查幼儿园儿童如何从没有文字的图书中获得意义.
- 探索成年人调解和艺术分析对儿童理解的影响.
- 了解视觉艺术,设计和布局在儿童文学交易中的重要性.
主要方法:
- 一个基于课堂的研究,涉及幼儿园儿童和无字图书.
- 分析小组互动会议的成绩单,使用插图技术作为分析镜头.
- 描述性分析儿童在与书籍互动期间的观看和交谈机会.
主要成果:
- 当没有文字的图书被视为美学对象时,孩子们参与了丰富的意义创造.
- 教学和成人调解强调了视觉艺术,设计和布局的重要性.
- 意义是通过视觉元素单独和协同构建的.
结论:
- 视觉艺术,设计和布局对于在没有文字的图书中创造意义至关重要.
- 儿童从专注于视觉素养的明确指导和调解中受益.
- 社会文化理论和社会语义学为理解这些相互作用提供了有价值的框架.
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