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发展心理学的大量研究表明,孩子的词汇量与他们的“思维理论”的发展息息相关。虚构作品对读者的思维理论提出了各种要求,阅读虚构作品构筑了一条通往丰富词汇量的康庄大道,对学生的整体学业表现具有长期有利的影响。虚构思维阅读强化了我们日常社交活动所呈现的思维阅读的某些模式,比如,三层套叠式思维状况内在于虚构作品中,在阅读体验中无处不在,文学文本总是比信息文本在更高层面的套叠中运作。如果少教虚构作品,那么只有那些受到父母鼓励而大量阅读虚构作品的学生仍然可以做到学业出色;其他学生则没有这么幸运,他们最终的词汇量会比较少,成绩也比较差。
A great deal of research on developmental psychology shows that children’s vocabulary is closely related to the development of their “theory of mind.” Fictional works put forward various requirements to readers’ thinking theory. Reading fictional works creates a broad road leading to abundant vocabulary, which has a long-term favorable influence on the overall academic performance of students. Fictional thinking reading reinforces certain modes of thinking reading presented in our daily social activities. For example, the three-tier intuition is inherent in fictional work, is pervasive in reading experience, and literary texts are always better than informational texts in Higher level of nesting in the operation. If you teach fiction less, only students who are encouraged by their parents to read a lot of their fictional work can still do well in their studies; other students are less fortunate in that they end up with fewer vocabulary and lower grades.