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詩歌在5-8歲兒童閱讀中的角色和影響(英文版)

  • 作者:劉丹|責編:張燁
  • 出版社:東南大學
  • ISBN:9787576624038
  • 出版日期:2026/01/01
  • 裝幀:平裝
  • 頁數:294
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內容大鋼
    兒童語言社會化是一場隱秘的符號嬗變。本書提出「詩歌生態」概念,以生態語言學與社會建構主義為鏡,通過詩歌揭示動態語言習得場域的三大核心維度:顯性—隱性連續體、節奏—韻律情感軸、社會—文化協同體。研究採用質性範式,跨情境追蹤個案,探究5—8歲不同閱讀起點的兒童如何織就各自的「詩歌生態」。回應三問:第一,詩歌如何精準對接語言發展的關鍵指標;第二,詩歌是否對閱讀滯后或閱讀超前兒童具有調節功能;第三,詩歌如何借情感與想象促成閱讀者自我—他者—環境的對話,實現其語言、認知與情感的整體躍遷。

作者介紹
劉丹|責編:張燁

目錄
PREFACE
1  INTRODUCTION
  1.1  The crossroad between literature and linguistics
  1.2  The marginalization of poetry
  1.3  Poetry learning in school
  1.4  Multiple accesses to poetry
    1.4.1  Acoustic access to poetry
    1.4.2  Visual access to poetry
    1.4.3  Reflective access to poetry
  1.5  Poetry and reading
    1.5.1  Logographic phase and poetry
    1.5.2  Alphabetic phase and poetry
    1.5.3  Orthographic phase and poetry
    1.5.4  Mediation role of poetry with teachers
2  THEORETICAL FRAMEWORK
  2.1  Our basic knowledge of poetry
  2.2  Poetry and humane nurture
    2.2.1  Poetic dwelling—language and being
    2.2.2  Emotional nurture in language
    2.2.3  Hierarchy of imaginative nurture
  2.3  Expressivity of nurtured language
    2.3.1  Visual facet of poetry
    2.3.2  Acoustic facet of poetry
  2.4  Poetry and learning to read
    2.4.1  Debate on word identification
    2.4.2  Phonological awareness (metaphonological ability)
    2.4.3  Phonological units
    2.4.4  Reflection and manipulation of phonological units
    2.4.5  Phases of reading acquisition
    2.4.6  Development from epilinguistic to metalinguistic ability
  2.5  Professional gestures
    2.5.1  The basis of professional gestures
    2.5.2  Theoretical model of professional gestures—multi-agenda
  2.6  Our hypothesis of ecopoetry
  2.7  Key problems and objectives of research
3  METHODOLOGY
  3.1  Introduction
  3.2  Choice of methodology
  3.3  Data collection
    3.3.1  Sample selection
    3.3.2  Instrumentation: selective questionnaire, observations, and semi-structured interviews
    3.3.3  The limitations of data selection
  3.4  Data analysis
    3.4.1  Category and its construction
    3.4.2  Categories in our research
    3.4.3  Content analysis
4  CASE ANALYSIS
  4.1  Cases from GS
    4.1.1  Case 1: CASE M—GS
    4.1.2  Case 2: CASE E—GS

    4.1.3  Case 3: CASE K—GS
  4.2  Cases from CP
    4.2.1  Case 4: CASE T—CP
    4.2.2  Case 5: CASE C—CP
    4.2.3  Case 6: CASE B—CP
  4.3  Cases from CE1
    4.3.1  Case 7: CASE L—CE1
    4.3.2  Case 8: CASE P—CE1
    4.3.3  Case 9: CASE J—CE1
5  DISCUSSION
  5.1  The role of poetry in our research
  5.2  Cases in GS (M,E,K)
  5.3  Cases in CP (T,B,C)
  5.4  Cases in CE1 (P,L,J)
  5.5  Role transfer of poetry
6  CONCLUSION
7  ANNEX
  7.1  Annex 1
  7.2  Annex 2
  7.3  Annex 3
  7.4  Annex 4
  7.5  Annex 5
8  BIBLIOGRAPHY

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