3-6歲兒童無字圖畫書閱讀發(fā)展特點(diǎn)的眼動(dòng)研究摘要：本研究旨在探討3-6歲兒童在閱讀無字圖畫書時(shí)的眼動(dòng)特點(diǎn)及其閱讀發(fā)展規(guī)律。通過實(shí)驗(yàn)方法，記錄了30名3-6歲兒童在閱讀不同難度的圖畫書時(shí)的眼動(dòng)數(shù)據(jù)，并對(duì)其進(jìn)行分析。結(jié)果表明：在閱讀無字圖畫書時(shí)，兒童的注視時(shí)長(zhǎng)隨著年齡和閱讀經(jīng)驗(yàn)的增長(zhǎng)逐漸延長(zhǎng)，同時(shí)眼球移動(dòng)速度逐漸降低；兒童在閱讀過程中普遍存在缺失注視和無意義掃視的現(xiàn)象，但隨著年齡的增長(zhǎng)，這些現(xiàn)象逐漸減少；兒童在閱讀無字圖畫書時(shí)，會(huì)借助圖像間隔的空白來實(shí)現(xiàn)對(duì)內(nèi)容的理解，但對(duì)復(fù)雜情節(jié)的理解能力仍然較弱。綜上所述，3-6歲兒童在閱讀無字圖畫書時(shí)表現(xiàn)出明顯的年齡效應(yīng)和經(jīng)驗(yàn)效應(yīng)，其閱讀發(fā)展具有分階段性和漸進(jìn)性，這對(duì)于在幼兒教育領(lǐng)域提高閱讀素養(yǎng)具有重要參考價(jià)值。

關(guān)鍵詞：無字圖畫書；眼動(dòng)；閱讀發(fā)展；3-6歲兒童

Abstract:Thisstudyaimstoexploretheeyemovementcharacteristicsandreadingdevelopmentrulesof3-6yearoldchildrenwhenreadingwordlesspicturebooks.Throughexperimentalmethods,eyemovementdataof303-6yearoldchildrenwererecordedwhenreadingpicturebooksofdifferentdifficultylevelsandanalyzed.Theresultsshowthatwhenreadingwordlesspicturebooks,thegazedurationofchildrengraduallylengthenswithageandreadingexperience,whilethespeedofeyemovementgraduallydecreases.Childrengenerallyhavemissinggazesandmeaninglessscansduringthereadingprocess,butthesephenomenagraduallydecreasewithage.Whenreadingwordlesspicturebooks,childrenusetheblankspacebetweenimagestounderstandthecontent,buttheirunderstandingofcomplexplotsisstillweak.Insummary,3-6yearoldchildrenshowobviousageandexperienceeffectswhenreadingwordlesspicturebooks.Theirreadingdevelopmenthasstagesandgradualness,whichisofgreatreferencevalueforimprovingreadingliteracyinearlychildhoodeducation.

Keywords:Wordlesspicturebook;eyemovement;readingdevelopment;3-6yearoldchildreAschildrenprogressthroughthepreschoolyears,theybecomemoreadeptatinterpretingtheimagesinwordlesspicturebooks.Theybegintounderstandtheflowofthestoryandcanidentifyrecurringcharactersandsettings.Additionally,theirattentionandeyemovementsbecomemorefocusedonthedetailsoftheillustrations,allowingthemtomakeinferencesabouttheeventstakingplace.

However,itisimportanttonotethatwordlesspicturebooksalonecannotfullydevelopachild'sreadingabilities.Astheyapproachschoolageandbegintolearnphonicsandsightwords,childrenneedtosupplementtheirpicturebookreadingwithtraditionalstorybooksthatcontainwrittentext.

Overall,theuseofwordlesspicturebookscanbeavaluabletoolindevelopingreadingliteracyinyoungchildren.Byprovidingavisualandengagingstory,thesebookscaninspirealoveforreadingandhelpchildrenbuildimportantskillsthatwillservethemwellastheyprogressthroughschoolandbeyondInadditiontowordlesspicturebooks,thereareotherstrategiesthatcanaidindevelopingreadingliteracyinyoungchildren.Onecommonlyusedmethodisphonicsinstruction,whichteacheschildrentoconnectletterswiththeircorrespondingsounds.Thisapproachcanbehelpfulinimprovingreadingaccuracyandfluency.

Anotherimportantaspectofearlyreadingeducationistheuseofsightwords.Thesearecommonlyusedwordsthatdonotfollowstandardphoneticpatterns,suchas"the,""and,"and"are."Bymemorizingthesewords,childrenareabletocomprehendwrittentextmorequicklyandeasily.

Incorporatingbothphonicsandsightwordsintoreadinginstructioncanhelpchildrendevelopawell-roundedsetofreadingskills.Additionally,educatorscanuseavarietyofreadingmaterials,includingbothpicturebooksandtraditionalstorybooks,toengagechildrenandbuildtheirreadingcomprehension.

Ultimately,thegoalofearlyreadingeducationshouldbetoinspirealoveforreadinginchildren.Byprovidingengagingandentertainingreadingmaterials,alongwithtargetedinstructioninvitalreadingskills,educatorscanhelpensurethatchildrenareabletoreadwithconfidenceandjoyforyearstocomeEarlyreadingeducationisessentialinhelpingchildrendevelopthenecessaryskillstobecomeconfidentreaders.However,forthiseducationtobesuccessful,itisimportanttounderstandhowchildrenlearntoreadandwhatstrategiescanbeusedtofacilitatetheirlearning.

Oneimportantaspectofearlyreadingeducationisphonicsinstruction.Thisinvolvesteachingchildrentorecognizetherelationshipbetweenlettersandsounds,andhowthesecorrespondencescanbeusedtoreadandspellwords.Phonicsinstructionshouldbesystematic,explicit,andincludemultisensoryapproachestohelpchildrenrememberandapplywhattheyhavelearned.Additionally,educatorsshouldprovideopportunitiesforchildrentopracticeandapplytheirphonicsskillsthroughreadingandwritingactivities.

Anotherimportantaspectofearlyreadingeducationisvocabularyinstruction.Childrenneedtodevelopastrongvocabularytounderstandthewordstheyencounterintextsandtocommunicateeffectivelyineverydayconversations.Educatorscanuseavarietyofstrategiestoteachvocabulary,suchasexplicitinstruction,contextuallearning,andwordgames.Itisessentialthatchildrenareexposedtoawiderangeofvocabulary,includingbothacademicandeverydaywords.

Inadditiontophonicsandvocabulary,educatorsshouldalsofocusondevelopingchildren'sreadingcomprehensionskills.Thisinvolvesteachingchildrenhowtounderstandandinterpretwhattheyread,aswellashowtomakeconnectionsbetweenthetextandtheirpriorknowledgeandexperiences.Educatorscanuseavarietyofreadingmaterials,includingpicturebooksandtraditionalstorybooks,toengagechildrenandbuildtheirreadingcomprehension.

Finally,itisimportanttocreateapositivereadingenvironmenttoinspirealoveforreadinginchildren.Educatorsshouldprovideaccesstoavarietyofreadingmaterials,suchasbooks,magazines,andonlineresources.Theyshouldalsoencouragereadingforpleasureandprovideopportunitiesforchildrentosharetheirreadingexperiencesandrecommendationswitheachother.

Overall,earlyreadingeducationisacrucialfoundationforchildren'sfutureacademicsuccess.Byprovidingtargetedinstructioninphonics,vocabulary,andreadingcomprehension,aswellascreatingapositivereadingenvironment,educatorscanhelpchildrendevelopthenecessaryskillsandlove