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论文编号：	14400
作者编号：	1120170911
上传时间：	2023/12/13 16:43:16
中文题目：	身心一体视角下低年级小学生阅读体验研究
英文题目：	A Research on Reading Experience of Low-grade Elementary Students from Mind and Body as One Perspective
指导老师：	徐建华
中文关键字：	低年级小学生；身心一体；现象学；阅读体验
英文关键字：	Low grade elementary student；Mind and Body as One；Phenomenology； Reading Experience
中文摘要：	如今，儿童阅读虽日益为人们所重视，但依然面临着“功利化”的窘境，尤是低年级儿童，他们处于幼小衔接阶段，阅读情境有着明显的变化。再者，受西方传统“身心二元论”教育理念的影响，儿童阅读中的身体主体被忽略了。这种观念不可避免地导致对儿童阅读研究与公共图书馆儿童阅读推广服务的关注执着于身体背后看不见的心智而遮蔽了身体在儿童知识与认知过程中发挥的作用。儿童阅读作为公共图书馆阅读推广服务与实践的前沿阵地，聚焦于离身的阅读体验必然局限了儿童阅读体验研究的视野。 梅洛-庞蒂对现象身体的认识——“身心一体”理念打破了传统的身心二元论，实现了认知对身体的回归，多学科也重新关注身体对认知的作用。有鉴于此，本研究基于梅洛-庞蒂身体现象学中身心一体的视角，对8名低年级小学生展开为期两年的阅读体验研究，探索其阅读体验以及变化趋势。 本研究在解释现象学研究方法论的指导下，结合纵向研究的方式，采用访谈法、儿童绘画、读书笔记、日记与观察法等数据收集方法，在研究期间（自2019年8月始，至2021年8月终），对8名低年级小学生共计进行访谈40次，收集300余万字的访谈文本资料，23幅绘画的图文资料，78篇读书笔记或日记的自述资料。在此基础上，本研究采用Smith提出的解释现象学六步分析方法对收集的数据进行分析。研究发现，低年级小学生的阅读体验主要呈现出阅读身体体验、阅读空间体验、阅读时间体验、阅读主体间体验四个主要主题。 依据以上研究结果，研究回归到原始访谈文本，对低年级小学生阅读体验的4个主要主题，以及聚集成这4个方面的13个次级主题，即阅读身体体验：阅读体验中的眼睛、阅读体验中的耳朵、阅读体验中的手、阅读体验中的姿势、阅读体验中的想象；阅读空间体验：家庭阅读空间、学校阅读空间、公共图书馆空间；阅读时间体验：时间安排、时间感知；阅读主体间体验：独自阅读、同胞阅读、同伴阅读，进行解释与讨论。 在此基础上，研究讨论总结了低年级小学生阅读体验的4个变化趋势，即阅读身体体验社会化、阅读空间体验个人化、阅读时间体验碎片化以及阅读主体间体验多元化。 最后，研究基于低年级小学生阅读体验的4个主要主题以及4个变化趋势并结合当前儿童阅读推广实践现状提出4个基于身心一体的儿童阅读推广实践建议：以身心一体的儿童为主导，将身体体验纳入儿童阅读推广服务体系；以儿童阅读身体体验为原点，丰富儿童阅读推广实践的内容；以儿童阅读时空体验为中心，建立与公共图书馆的情感链接；以儿童阅读主体间体验为载体，培养公共图书馆终身用户。
英文摘要：	Nowadays, although people increasingly value children's reading, it still faces the dilemma of "utilitarianism", especially for children in lower grades. They are in the transition stage from kindergarten to elementary school, and their reading situations have changed significantly. Furthermore, children's reading is often influenced by "mind-body dualism", which removes the body subject and separates mind and body. Embracing this concept, the separation of body and mind has been regarded as a matter of course, which inevitably causes more attention in children's reading and children’s reading promotion on the invisible mind than the body, which obscures the role of the body in the process of children's knowledge and cognition. Focusing on the reading experience away from the body will inevitably limit the scope of research on children's reading experience. Merleau-Ponty's phenomenal body - the concept of "Mind and Body as One" breaks the mind and body dualism, realizes the return of cognition to the body, and makes multiple disciplines refocus on the role of the body in cognition. Given this, this study conducted a two-year longitudinal study on the reading experience of eight lower-grade elementary school students from the perspective of Mind and Body as One to explore their reading experience and changing trends. This study adopted data collection methods such as interviews, children's drawings, reading notes, diaries, and observation methods under the guidance of the interpretive phenomenological analysis methodology. A total of 40 interviews were conducted with 8 lower-grade elementary school students, and more than 3 million words of the interviews as text data, 23 paintings as picture and text data, and 78 reading notes or diaries were collected as self-report data during the whole research period (from the beginning of August 2019 to the end of August 2021). Then this study applies Smtih's six-step analysis of interpretive phenomenological analysis to analyze data. The reading bodily experience, the reading spatial experience, the reading temporal experience, and the reading intersubjective experience were found to be the four main themes of the reading experience of lower-grade elementary school students. Based on the above research results, this study returned to the original interview text, focusing on the four main themes of the reading experience of lower-grade elementary school students, and the 13 sub-themes clustered into these four aspects explained and discussed. Respectively they are the reading bodily experience: the eyes in the reading experience, the ears in the reading experience, the hands in the reading experience, the postures in the reading experience, and the imagination in the reading experience; the reading spatial experience: home reading space, school reading space, and public library reading space; the reading temporal experience: time arrangement, and time perception; the reading intersubjective experience: reading alone, reading with a sibling, and reading with a peer. The study further discussed and summarized four changes in the reading experience of lower-grade elementary school students based on the results above. The four changing trends specifically are socialization of the reading bodily experience, personalization of the reading spatial experience, fragmentation of the reading temporal experience, and diversification of the reading intersubjective experience. Finally, integrating the conclusions of this study and the current situation of children's reading services, this study puts forward four practical suggestions for children's reading promotion from mind and body as one. First, leading with children who are mind and body as one, integrating the reading bodily experience into the children's reading promotion. Second, setting the reading bodily experience of children as the starting point to enrich the content of children's reading promotion practice. Third, centering on the reading spatial and temporal experience of children, create an emotional bound with public libraries. Fourth, taking children's intersubjective reading experience as a carrier to cultivate lifelong users of public libraries.
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