提问层次与提问时机对幼儿图画书阅读理解能力的影响

doi:10.16187/j.cnki.issn1001-4918.2026.05.05

摘要/Abstract

摘要： 本研究系统地考察了成人提问层次和提问时机对幼儿（N = 598，M = 5.69岁，SD = 0.35岁）图画书阅读理解能力的影响及其视觉加工机制。实验1（n = 198，4~6岁，M = 5.23岁，SD = 0.45岁）采用3（提问层次：无提问、浅层次提问、深层次提问）×3（年龄：4岁、5岁、6岁）的被试间设计，结果发现，相比无提问，提问能显著提高幼儿图画书阅读理解能力，其中浅层次提问对4岁幼儿的促进效果更佳，而深层次提问对5~6岁幼儿的促进效果更佳。实验2（n = 280，5~6岁，M = 5.87岁，SD = 0.43岁）采用2（提问层次：浅层次提问、深层次提问）×3（提问时机：阅读前、阅读中、阅读后）的被试间设计，结果显示，提问时机仅影响深层次提问对5~6岁幼儿图画书阅读理解能力的促进效果：阅读后最佳，阅读中次之，阅读前最弱。实验3（n = 120，5~6岁，M = 5.92岁，SD = 0.44岁）采用眼动追踪技术发现，无论何种提问时机，深层次提问比浅层次提问更能增强5~6岁幼儿对图画书的注视。上述结果表明，提问作为一种认知脚手架，能有效促进幼儿阅读理解，但需匹配幼儿的“最近发展区”，选择适宜的提问层次与介入时机；深层次提问通过增加注意资源，促进幼儿对图画书的深层信息加工与理解。

关键词: 阅读理解能力, 提问层次, 提问时机, 幼儿图画书

Abstract: This study systematically examined the impact of adult questioning level and questioning timing on picture book reading comprehension in 4- to 6-year-old children (N = 598, M = 5.69 years, SD = 0.35), as well as the underlying visual processing mechanisms. In Experiment 1, 198 children aged 4~6 years (n = 198, M = 5.23 years, SD = 0.45) were randomly assigned to no questioning, low-demand questioning, or high-demand questioning groups, using a 3 (questioning level: no questioning, low-demand, high-demand)×3 (age: 4, 5, 6 years) between-subjects design. Results revealed that compared to the no questioning condition, questioning significantly enhanced children’s picture book reading comprehension. Specifically, low-demand questioning was more effective than high-demand questioning for 4-year-olds, whereas high-demand questioning was more effective than low-demand questioning for 5- to 6-year-olds. Building on Experiment 1, Experiment 2 randomly assigned 280 children aged 5~6 years (M = 5.87 years, SD = 0.43) to different questioning conditions, adopting a 2 (questioning level: low-demand, high-demand)×3 (questioning timing: pre-reading, during-reading, post-reading) between-subjects design. Results showed that questioning timing moderated the facilitative effect of high-demand questioning on picture book reading comprehension in 5- to 6-year-olds: questioning post-reading yielded significantly better comprehension than questioning during-reading, which was superior to questioning pre-reading. Experiment 3 employed eye-tracking technology to examine the visual processing of 120 children aged 5~6 years (n = 120, M = 5.92 years, SD = 0.44). Results indicated that across all questioning conditions, high-demand questioning increased preschool children’s fixation duration and fixation counts on picture books more than low-demand questioning. These findings indicate that questioning, as an instructional scaffold, can effectively promote preschool children’s reading comprehension, provided that the questioning level is matched to children’s zone of proximal development and the timing of intervention is appropriately selected. Furthermore, high-demand questioning enhances preschoolers’ deep processing and comprehension of picture book information by increasing attentional resource investment.

Key words: reading comprehension, questioning level, questioning timing, preschool children’s picture books

中图分类号:

G442

张文洁, 施祺葳, 张媛媛, 戴鑫垚, 范伟. 提问层次与提问时机对幼儿图画书阅读理解能力的影响[J]. 心理发展与教育, 2026, 42(5): 651-663.

ZHANG Wenjie, SHI Qiwei, ZHANG Yuanyuan, DAI Xinyao, FAN Wei. The Impact of Questioning Level and Timing on Picture Book Reading Comprehension in Preschool Children[J]. Psychological Development and Education, 2026, 42(5): 651-663.

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