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与情境理解和口语理解类似,阅读理解也具有涉身性。理解在根本上是人基于身体、物质世界、个人目标和文化准则的物用性来采取有效行为的能力。在语境中,我们借助知觉、行为和情感的神经系统及身体系统对语言内容进行模拟,继而在行为基础上理解语言。立足这一理论框架,提出一种教授阅读理解的新方法 :教授儿童如何在阅读中模拟。通过采用“阅读干预”的方法,分两个阶段教儿童如何模拟。第一阶段,身体操控:儿童通过操控玩具来模拟阅读内容;第二阶段,意象操控:成功地操控玩具之后,教儿童在想象中操控玩具。研究表明,身体操控和意象操控对记忆和理解都有很大作用。
Similar to situational comprehension and oral comprehension, reading comprehension is also one-sidedness. Understanding is fundamentally the ability of people to take effective action based on the materiality of the body, the material world, personal goals and cultural norms. In the context, we model language content with the help of the neurological and physical systems of perception, behavior and emotion, and then understand the language based on behavior. Based on this theoretical framework, a new method of teaching reading comprehension is proposed: how to teach children how to simulate in reading. Through the use of “read intervention” approach, two stages taught children how to simulate. The first stage, body control: children manipulate toys to simulate reading content; the second phase, image manipulation: after the successful manipulation of toys, teaching children to manipulate toys in the imagination. Research shows that body manipulation and image manipulation have a great effect on both memory and comprehension.