- 诗歌在5-8岁儿童阅读中的角色和影响(英文版)
- - 作者：刘丹|责编:张烨
  - 出版社：东南大学
  - ISBN：9787576624038
  - 出版日期：2026/01/01
  - 页数：294
- 售价：27.2

内容大纲
儿童语言社会化是一场隐秘的符号嬗变。本书提出“诗歌生态”概念，以生态语言学与社会建构主义为镜，通过诗歌揭示动态语言习得场域的三大核心维度：显性—隐性连续体、节奏—韵律情感轴、社会—文化协同体。研究采用质性范式，跨情境追踪个案，探究5—8岁不同阅读起点的儿童如何织就各自的“诗歌生态”。回应三问：第一，诗歌如何精准对接语言发展的关键指标；第二，诗歌是否对阅读滞后或阅读超前儿童具有调节功能；第三，诗歌如何借情感与想象促成阅读者自我—他者—环境的对话，实现其语言、认知与情感的整体跃迁。
作者介绍
目录
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

内容大纲

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