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本文系统评估了在加州圣地亚哥进行的“Looking Glass Neighborhood”项目。“Looking Glass Neighborhood”项目属于“第五维”教育理论和维果茨基发展心理学的实践项目之一,旨在通过交互式游戏和书信写作提高双语儿童的双语读写能力。首先,基于对过去数十年一语习得文献的梳理,本文指出一语习得研究对儿童表述能力相关问题,尤其是双语儿童表述能力发展以及一语习得理论在早期读写教育中的实际应用的忽视。随后,基于民族志方法所获得的初步数据,本文分析了“Looking Glass Neighborhood”项目中的各个步骤对儿童表述能力发展的影响,并着重分析了该项目对口头表达与依托内容式协同协作间的互动的强调。本文最后讨论了该项目中的设计因素(例如依托内容式协同协作与间接式口头纠错反馈)在中国幼儿园及小学双语教学中的应用前景。
This article systematically assesses the “Looking Glass Neighborhood” project in San Diego, California. The Looking Glass Neighborhood project is part of the Fifth Dimension Education Theory and Vygotsky’s Developmental Psychology Project, which aims to improve the bilingual literacy of bilingual children through interactive games and writing letters. First of all, based on the review of the literature on grammar acquisition over the past decades, this paper points out the problems related to children’s expression abilities, especially the development of bilingual children’s presentation abilities and the theory of language acquisition in early literacy education Practical neglect. Subsequently, based on the preliminary data obtained from ethnographic methods, this paper analyzes the impact of each step in the project “Looking Glass Neighborhood” on the development of children’s presentation ability, and analyzes the impact of the project on oral expression and content-based collaboration Interaction between the emphasis. Finally, the paper discusses the application of design factors (such as relying on content-based collaborative collaboration and indirect verbal error correction feedback) in the bilingual education of kindergartens and primary schools in China.