通过教师辅导的游戏支持幼儿园的识字发展
Angela Pyle1, Hanna Wickstrom1, Olivia Gross1
1University of Toronto, Canada.
Journal of early childhood research : ECR
|September 3, 2024
概括
幼儿园教师可以通过引导游戏有效地支持早期识字. 这种方法平衡了孩子的自主性和学术目标,在游戏时间培养了基本的识字技能.
科学领域:
- 教育教育教育教育教育教育.
- 发展心理学 发展心理学
- 幼儿教育 儿童早期教育
背景情况:
- 教师促进的游戏被认为是支持早期的识字.
- 教育工作者面临着平衡儿童主导的游戏与学术目标的挑战.
研究的目的:
- 了解幼儿园教师如何成功地促进早期识字发展的游戏.
- 确定有效的课堂实践,将识字融入游戏中.
主要方法:
- 课堂观察的定性分析.
- 与幼儿园教师进行半结构面试.
主要成果:
- 不同的游戏类型支持不同的核心识字技能.
- 有指导的游戏方法可以有效地培养多种识字技能.
- 教师使用连续的指导游戏策略.
结论:
- 基于游戏的学习是早期识字的可行策略.
- 有指导的游戏提供了一个平衡自主和学术目标的框架.
- 进一步的研究可以探索特定的引导游戏技术.
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